Increasing Regulatory Flexibility of Special Education Programs: Problems and Promising Strategies

Abstract

This study investigated the perceptions of federal, state, and local program administrators related to increasing regulatory flexibility. Open-ended interviews were conducted with 58 individuals representing 8 states, 11 local school districts, the U.S. Department of Education, and selected national organizations. Individuals were asked to respond to a number of questions regarding how their state or local district is attempting to increase flexibility in implementing the Indiviual with Disabilities Education Act (IDEA), Title I of the Improving America's Schools Act (IASA), and bilingual education and to identify barriers to increasing the consolidation of resources across these programs. Strategies for consolidating programs and services were also identified. Interviewees generally perceived a number of benefits in consolidation, including more efficient use of resources, enhanced collaboration, and more inclusive education. They also identified a number of policy and organizational barriers including fear of audits, lack of leadership, and lack of personnel training or support. Challenges included the dilution of services, lack of targeting, and loss of special protections to special populations.