View in EDS PDF Full Text

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

Saved in:
Bibliographic Details
Title: 'A Blurred Line': The Role of District-Level Special Education Leaders in Interpreting Special Education Policy and Inclusion
Language: English
Authors: James Coviello (ORCID 0000-0002-3017-1818), Reva Mathieu-Sher
Source: International Journal of Education Policy and Leadership. 2025 21(1).
Availability: PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Special Education, Leadership Role, Inclusion, Educational Policy, School Districts, Equal Education, Educational Legislation, Federal Legislation, Students with Disabilities, State Policy, Accountability, Student Placement, Individualized Education Programs
Geographic Terms: New Jersey
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act
DOI: 10.22230/ijepl.2025v21n1a1431
ISSN: 1555-5062
Abstract: 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468677
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwH061a4B-9Gx9Vx0FolQ_5IAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDJcWLFpp4YqGz-veBwIBEICBm_wrlVJk6ww7aPXxCL8R8ucpzgd8r76wTFZotq_U88l5T4Z3Yf5P8kL1Z8GlEKGvdLlZI72e3nxPeJCzyFzV3ikFImJNF6tHSndaCVSPg6_cl-1Ikxzmz7fDmnDtrbSTuYpmX-GJCg2s9rQppkjUAmaJbJZRCnizZ5BVabf732arVFaPWS_YC2wAiifLtaeW7ObmY2cx4s_J911k
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1468677
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 'A Blurred Line': The Role of District-Level Special Education Leaders in Interpreting Special Education Policy and Inclusion
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22James+Coviello%22">James Coviello</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3017-1818">0000-0002-3017-1818</externalLink>)<br /><searchLink fieldCode="AR" term="%22Reva+Mathieu-Sher%22">Reva Mathieu-Sher</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+Policy+and+Leadership%22"><i>International Journal of Education Policy and Leadership</i></searchLink>. 2025 21(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22State+Policy%22">State Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Education+Programs%22">Individualized Education Programs</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22New+Jersey%22">New Jersey</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Individuals+with+Disabilities+Education+Act%22">Individuals with Disabilities Education Act</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.22230/ijepl.2025v21n1a1431
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1555-5062
– Name: Abstract
  Label: Abstract
  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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1468677
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1468677
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.22230/ijepl.2025v21n1a1431
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Leadership Role
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: State Policy
        Type: general
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Student Placement
        Type: general
      – SubjectFull: Individualized Education Programs
        Type: general
      – SubjectFull: New Jersey
        Type: general
      – SubjectFull: Individuals with Disabilities Education Act
        Type: general
    Titles:
      – TitleFull: 'A Blurred Line': The Role of District-Level Special Education Leaders in Interpreting Special Education Policy and Inclusion
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: James Coviello
      – PersonEntity:
          Name:
            NameFull: Reva Mathieu-Sher
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 1555-5062
          Numbering:
            – Type: volume
              Value: 21
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Education Policy and Leadership
              Type: main
ResultId 1