The purpose of this paper is to present the concept of policy analysis, as distinct from policy advocacy, in light of recent proposals for the restructuring of present special and regular education practice with mildly handicapped students. The essential features of policy analysis are described in the context of recommendations made by advocates of the Regular Education Initiative. It is concluded that a comprehensive policy analysis is needed to clarify the objectives of this initiative both to understand its implications for educational policy and to assess its likely impact.
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