INCREASING REGULATORY FLEXIBILITY OF SPECIAL-EDUCATION PROGRAMS - PROBLEMS AND PROMISING STRATEGIES

This study investigated the perceptions of federal, state, and local p rogram administrators related to increasing regulatory flexibility. Op en-ended interviews were conducted with 58 individuals representing 8 states, II local school districts, the U.S. Department of Education, a nd selected national organizations. Individuals were asked to respond to a number of questions regarding how their state or local district i s attempting to increase flexibility in implementing the Individual wi th Disabilities Education Act (IDEA), Title I of the Improving America 's Schools Act (IASA), and bilingual education and to identify, barrie rs to increasing the consolidation of resources across these programs. Strategies for consolidating programs and services were also identifi ed. Interviewees generally perceived a number of benefits in consolida tion, including more efficient use of resources, enhanced collaboratio n, and more inclusive education. They also identified a number of poli cy and organizational barriers including fear of audits, lack of leade rship, and lack of personnel training or support. Challenges included the dilution of services, lack of targeting, and loss of special prote ctions to special populations.