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"A Blurred Line": The Role of District-Level Special Education Leaders in Interpreting Special Education Policy and Inclusion.

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Title: "A Blurred Line": The Role of District-Level Special Education Leaders in Interpreting Special Education Policy and Inclusion.
Authors: Coviello, James1, Mathieu-Sher, Reva2
Source: International Journal of Education Policy & Leadership. 2025, Vol. 21 Issue 1, p1-19. 19p.
Subject Terms: *Mainstreaming in special education, *Education policy, *Special education, Special districts, Inclusion (Disability rights)
Abstract (English): The U.S. law governing special education, the Individuals with Disabilities Act (IDEA), requires that students with disabilities be provided a free and appropriate public education (FAPE) in the least restrictive environment (LRE). However, given the interpretive latitude within the law and the wide discrepancy in how this law is applied, individuals making this determination within schools and district play a critical role in fostering inclusive educational systems for students with disabilities. This qualitative case study explores the role of local district-level special education leaders (DSELs) in interpreting LRE policy when attempting to create more inclusive environments. Findings reveal how LRE is implemented on the local level and highlight the unexplored role of DSELs. Implications for future research, policy, and practice are also discussed. [ABSTRACT FROM AUTHOR]
Abstract (French): La loi américaine régissant l'éducation spécialisée, l'Individuals with Disabilities Education Act (IDEA), exige que les élèves handicapés bénéficient d'une éducation publique gratuite et appropriée dans un environnement le moins contraignant possible. Toutefois, compte tenu de la latitude d'interprétation de cette loi et de la grande disparité dans la manière dont elle est appliquée, les preneurs de décision au sein des écoles et des districts jouent un rôle essentiel dans la promotion de systèmes éducatifs inclusifs pour les élèves handicapés. Cette étude de cas qualitative explore le rôle des responsables de l'éducation spécialisée au niveau des districts locaux dans l'interprétation de la politique de l'environnement peu contraignant lorsqu'ils tentent de créer des espaces plus inclusifs. Les résultats de cette étude révèlent comment le principe de l'environnement le moins contraignant possible est mis en oeuvre au niveau local et mettent en évidence le rôle inexploré des responsables de l'éducation spécialisée. Les implications pour la recherche, la politique et la pratique sont également discutées. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Education Policy & Leadership is the property of International Journal of Education Policy & Leadership (Center for Education Policy) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: "A Blurred Line": The Role of District-Level Special Education Leaders in Interpreting Special Education Policy and Inclusion.
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  Data: <searchLink fieldCode="AR" term="%22Coviello%2C+James%22">Coviello, James</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Mathieu-Sher%2C+Reva%22">Mathieu-Sher, Reva</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Education+Policy+%26+Leadership%22">International Journal of Education Policy & Leadership</searchLink>. 2025, Vol. 21 Issue 1, p1-19. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+districts%22">Special districts</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion+%28Disability+rights%29%22">Inclusion (Disability rights)</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: The U.S. law governing special education, the Individuals with Disabilities Act (IDEA), requires that students with disabilities be provided a free and appropriate public education (FAPE) in the least restrictive environment (LRE). However, given the interpretive latitude within the law and the wide discrepancy in how this law is applied, individuals making this determination within schools and district play a critical role in fostering inclusive educational systems for students with disabilities. This qualitative case study explores the role of local district-level special education leaders (DSELs) in interpreting LRE policy when attempting to create more inclusive environments. Findings reveal how LRE is implemented on the local level and highlight the unexplored role of DSELs. Implications for future research, policy, and practice are also discussed. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: La loi américaine régissant l'éducation spécialisée, l'Individuals with Disabilities Education Act (IDEA), exige que les élèves handicapés bénéficient d'une éducation publique gratuite et appropriée dans un environnement le moins contraignant possible. Toutefois, compte tenu de la latitude d'interprétation de cette loi et de la grande disparité dans la manière dont elle est appliquée, les preneurs de décision au sein des écoles et des districts jouent un rôle essentiel dans la promotion de systèmes éducatifs inclusifs pour les élèves handicapés. Cette étude de cas qualitative explore le rôle des responsables de l'éducation spécialisée au niveau des districts locaux dans l'interprétation de la politique de l'environnement peu contraignant lorsqu'ils tentent de créer des espaces plus inclusifs. Les résultats de cette étude révèlent comment le principe de l'environnement le moins contraignant possible est mis en oeuvre au niveau local et mettent en évidence le rôle inexploré des responsables de l'éducation spécialisée. Les implications pour la recherche, la politique et la pratique sont également discutées. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Education Policy & Leadership is the property of International Journal of Education Policy & Leadership (Center for Education Policy) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.22230/ijepl.2025v21n1a1431
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        Text: English
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      – SubjectFull: Special education
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      – SubjectFull: Special districts
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      – TitleFull: "A Blurred Line": The Role of District-Level Special Education Leaders in Interpreting Special Education Policy and Inclusion.
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              Text: 2025
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