Professionalization as a Policy Choice: British Special Education in Comparative Perspective

Policies may be characterized in several distinct and competing ways: as best resolved by professional expertise, as fit for political determination, as properly treated in terms of legal rights, as appropriately subject to bureaucratic norms, or as sensibly left to market determination. The consequences of the choice among these frameworks is apparent in contrasting the British and American approaches to a particular policy issue, the education of handicapped children. That analysis reveals the utility of maintaining a policy scheme which builds in a tension among the competing frameworks.