Equal Educational Opportunity for Children with Special Needs: The Federal Role in Australia

Abstract

Starting in the mid-1960's, the national governments in both the United States and Australia significantly increased their level of involvement in elementary and secondary education, despite the fact that in both systems there is no direct constitutional responsibility for education at the federal level. Among the primary concerns of both governments has been the enhancement of equal educational opportunity for children with special needs. Initiatives in this area have created tensions and strains in the federal systems of both nations. State education authorities (and, in the United States, local authorities as well) resent federal intrusion upon what has traditionally been their prerogative and seek more flexible guidelines and more state autonomy. On the other hand, interest groups representing special pupil populations (such as the poor, minorities, linguistic minorities, and the handicapped) press for tighter federal guidelines to ensure that federal funds are spent for the purposes specified and to ensure that those who have been excluded by educational institutions or given less than an equal opportunity are adequately protected. There are many similarities between the United States and Australia that make such a comparison between the two countries useful.' They are both