Easing the Tension: Considerations for Aligning Charter Law with Federal Regulations for Students with Special Needs

Abstract

Special education issues and considerations often perplex and confuse many educational institutions, regardless if they are traditional or autonomous organizations such as charters. However, research indicates these issues tend to be more complicated with charters because the realm of special education is highly regulated and in many cases, in direct conflict with charter core tenets of autonomy, innovation, curriculum, and accountability. Since the emergence of charter schools in 1991, researchers have investigated the relationship between charter law and the highly regulated domain of special education. The literature has evolved as charters have become more prevalent and established. But one thing remains the same, charter law and federal regulations are often in conflict with one another and cause great tension for autonomous leaders who strive to improve educational practices and learning for all the students they serve. Thus, this chapter focuses on important leadership considerations when building, improving, and maintaining an effective charter organization with regards to working with students with special needs. Essentially, the tension between autonomous leadership and federal regulations can be eased by planning for students with special needs. The key to successful planning and implementation is through alignment that goes beyond the Interstate School Leaders Licensure Consortium (ISLLC) Standard.

Citation

(2013), "Easing the Tension: Considerations for Aligning Charter Law with Federal Regulations for Students with Special Needs", Hughes, K.B. and Silva, S.A.M. (Ed.) Identifying Leaders for Urban Charter, Autonomous and Independent Schools: Above and Beyond the Standards (Advances in Educational Administration, Vol. 18), Emerald Group Publishing Limited, Leeds, pp. 145-169. https://doi.org/10.1108/S1479-3660(2013)0000018014