How Building Principals Made Sense of Free and Appropriate Public Education in the Least Restrictive Environment

Confusion among school leaders regarding how to interpret and implement special education legislation, and specific federal and state policies and mandates such as a free and appropriate public education (FAPE), in the least restrictive environment (LRE) at the school-site level has existed since th...

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Bibliographic Details
Published in:Leadership and policy in schools 2014-01, Vol.13 (3), p.297-333
Main Authors: Sumbera, Meagan J., Pazey, Barbara L., Lashley, Carl
Format: Article
Language:English
Subjects:
Compliance (Legal)
Education for All Handicapped Children Act
Education policy
Educational Facilities
Educational Legislation
Educational Policy
Educational Practices
Hermeneutics
Inclusion
Individuals with Disabilities Education Act
Influences
Literature Reviews
Meta Analysis
No Child Left Behind Act 2001
Participant Characteristics
Principals
Professional Identity
Program Implementation
Public Education
Public schools
Qualitative Research
Reflection
School Buildings
School Business Officials
Social Influences
Special Education
Work Environment
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Summary:Confusion among school leaders regarding how to interpret and implement special education legislation, and specific federal and state policies and mandates such as a free and appropriate public education (FAPE), in the least restrictive environment (LRE) at the school-site level has existed since the 1970s and continues to exist. This metasynthesis explores the literature surrounding sensemaking by which building principals adapt and transform policy as they enact it in their schools. Findings suggest that a phenomenon of internal forces had a more significant influence on the actions that took place throughout their sensemaking of LRE and FAPE.
ISSN:1570-0763
1744-5043
DOI:10.1080/15700763.2014.922995