Policy Analysis in Education
In order to effectively analyze policy in education, a framework is required to guide the process. There are a number of different models which have been developed, and this analysis combined principles of the Geelhoed-Schouwestra framework and the model of Gilbert and Terrell. Applying this model to Section 504 of the Rehabilitation Act 1973, in relation to education, it may be demonstrated that there may be ambiguities in the policy. These may lead to ineffective protection of some students with disability. It is difficult to further evaluate how far the policy has met its original objectives in terms of removing discrimination from the education system, due to a lack of empirical evidence.There are a number of different models of policy analysis which have been used in the literature, but most of these are not particularly appropriate for specific analysis of education policy. Tone exception is the Geelhoed-Schouwestra framework (Schouwstra & Ellman, 2006), which offers a very simple method of policy analysis, developed in the field of economics, but also applicable in the wider context. This focuses on identifying a set of six key characteristics of the policy, which are: a) th
Methods Those who receive the benefits of Section 504 are those students who are classed under the policy as disabled. These authors present a model for the analysis of social welfare policy which delineates the policy according to four questions: a) who receives the services?; b) what services are received? c) how are the services delivered? and d) how are the services financed? One weakness of the Gilbert and Terrell (2005) model is that it is very difficult to answer the four questions on a national level, as answers usually vary by state (Parish & Fujiura, 2007). Those covered by Section 504 may include those students whose discrepancy between intellectual ability and achievement does not qualify for IDEA and also those who have a low IQ without mental retardation (Smith, 2002). In terms of holding a child back in school for a year this may have important implications. Over recent years, schools have started to incorporate Section 504 further into their own policies and practice, but there is still some question as to how effective it is in improving the life chances of disabled students. It may however be seen that there may be some room for improvement in the policy in the activities which it has initiated in education. In the context of the school environment the goal of Section 504 is therefore to ensure that discrimination does not happen against disabled students. This definition applies whether the suspected disability is documented or simply believed to present. EvaluationAt the present time there is little empirical evidence available to support the concept that Section 504 has improved the benefits from education for those with disabilities. It applies to all entities within the US which receive any type of federal funding which includes public schools (Smith & Patton, 1998). A model which may offer further insight into why specific outcomes are achieved by a particular policy is that suggested by Gilbert and Terrell (2005). The benefits which are gained from the policy are protection against discrimination, which should ensure that all students with ADHD receive the same education and benefits as those without. Activities The activities which should be carried out by schools in relation to the policy focus on ensuring that all opportunities within the school are equally accessible for those with and without disabilities. The main drawback to such a framework is that it may not provide effective reasoning for policy failures.
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