Federal Leadership Perspectives on the Early Years of Special Education

Autor/inn/en	Karanxha, Zorka; Kleinhammer-Tramill, Jeannie; Broughton, Alta Joy
Titel	Federal Leadership Perspectives on the Early Years of Special Education
Quelle	In: Journal of Special Education, 56 (2022) 1, S.25-36 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669211028591
Schlagwörter	Federal Government; Leadership; Early Childhood Education; Special Education; Educational History; Disabilities; Equal Education; Educational Quality; Educational Legislation; Federal Legislation; Students with Disabilities; Government Employees; Employee Attitudes; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Bundesregierung; Führung; Führungsposition; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; History of education; Bildungsgeschichte; Handicap; Behinderung; Quality of education; Bildungsqualität; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Arbeitnehmerinteresse
Abstract	This article is part of a case study of federal leadership in special education from the perspective of those who served in the roles of assistant secretaries of the Office of Special Education and Rehabilitation Services (OSERS) and directors of the Office of Special Education Programs (OSEP), or their equivalents in the former U.S. Office of Education and later U.S. Department of Education. The perspectives cover the time period since the passage of the Education for All Handicapped Children Act of 1975 to amendments of Individuals with Disabilities Education Act (IDEA) in 1997 and the end of the Clinton administration in 2001. The participants detailed their (a) career and appointment, (b) vision for educating students with disabilities, (c) theory of change, (d) politics and financial constraints, (e) advocacy, and (f) views of the past, present, and future. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01