A Case Study of Federal Leadership Perspectives on Special Education

Autor/inn/en	Kleinhammer-Tramill, Jeannie; Karanxha, Zorka; Broughton, A. Joy
Titel	A Case Study of Federal Leadership Perspectives on Special Education
Quelle	In: Journal of Special Education, 54 (2021) 4, S.205-216 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466920909909
Schlagwörter	Educational History; Special Education; Public Agencies; Federal Government; Federal Programs; Educational Policy; Program Implementation; Barriers; Students with Disabilities; Special Needs Students; Federal Legislation; Student Rights; Politics of Education; Advocacy; Teacher Education Programs + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Special needs education; Sonderpädagogik; Sonderschulwesen; Öffentliche Einrichtung; Bundesregierung; Politics of education; Bildungspolitik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sonderpädagogischer Förderbedarf; Bundesrecht; Educational policy; Sozialanwaltschaft
Abstract	This article is part of an illustrative study of federal leadership in special education based on interviews with persons who served as Assistant Secretaries in the U.S. Department of Education's Office of Special Education and Rehabilitation Services and Directors of the Office of Special Education Programs. The perspectives cover the time period since the inception of the HEW--Bureau of Education for the Handicapped in 1967 until 2012. A phenomenological approach to interpreting the data revealed that these leaders faced similar barriers in their efforts to implement their vision, that their family background experiences influenced the policies they pursued, that their accomplishments frame major evolutions of the field, and, that their work represents a lifelong commitment to improving education and services for students with disabilities and special needs. We believe what we learned has value not only in helping to understand the challenges and accomplishments that have passed but also in its potential for guiding the future of federal and other legislation protecting the rights of and improving and sustaining the services needed for individuals with disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01