ERIC Number: ED238199
Record Type: RIE
Publication Date: 1982-Mar-26
Reference Count: 0
The Cycle of Special Education Policy: Implications for Policy Research.
Intriligator, Barbara A.
Although Public Law 94-142 (Education for All Handicapped Children Act) raised public awareness of the civil rights of the handicapped, the policy problems that it was intended to solve included more than civil rights issues. In particular, the law did not provide for modifications of its policies in improving public education opportunities for handicapped children. A critique of policy implications and lessons of P.L. 94-142 is possible by examining the law under the categories of policy formation, implementation, evaluation, and termination. Some laws, such as P.L. 94-142, may reflect only one perception of educational problems and thus become prescriptive. Moreover, the procedures for implementing policy often are defined after the fact; in the case of P.L. 94-142, problems of interagency cooperation and appropriate local strategies have surfaced. Policy evaluation, which in theory should oversee the implementation process, may often be neglected due to lack of data or to public opposition to elements of the originally formulated policy, as has occurred with P.L. 94-142. Finally, policy termination, little discussed by educational policy-makers, should be considered even in the policy formulation stage; neglect of such considerations may account for dissatisfation with P.L. 94-142. (JW)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Education for All Handicapped Children Act; Policy Implementation
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).