Since the initiation of PL 94-142 enacted by the United States Congress in 1975, special education has been mandated, funded and regulated by the federal government. There have been both benefits and drawbacks to this initiative. In positive terms and most importantly, children who require different educational services are identified, and programs with trained personnel are provided. As a result of the federal mandate, schools receive federal funds to operate programs for children who need special services. Some might contend, however, that with mandates and funds, the regulatory processes are a burden to educators and get in the way of serving the learning needs of children (Perkins, 2011).