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In the 30 years since the establishment of federal law mandating special education, the voices of school personnel (special education teachers, speech and language pathologists, and school psychologists) charged with implementing these laws and regulations have been largely silent in the national research. Yet, these front line school district personnel serve as “intermediaries” and have responsibility to implement special education policy. This is an exploratory study that provided a forum for rural special education teachers, speech and language pathologists, and school psychologists to share their experiences and ideas regarding implementation of the Individuals with Disabilities Education Act (IDEA) prior to the reauthorization in 2004. Recommendations regarding practice, research, and policy in the administration of rural special education programs are provided.
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O'dell et al. (2005) studied this question.
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