When the Higher Education Consortium for Special Education (HECSE) convened in January 2016 in Washington, we celebrated both IDEA’s and HECSE’s 40th anniversaries. As we reflected on those two anniversaries, the convictions that generated this special issue became increasingly evident: the irrevocable significance of the impact of public policy on students with disabilities and special education and the critical importance of advocacy. This article provides closing remarks related to articles included in this special issue of Teacher Education and Special Education (TESE) written by HECSE members.
AdamsonF.Darling-HammondL. (2012). Funding disparities and the inequitable distribution of teachers: Evaluating sources and solutions. Education Policy Analysis Archives. Retrieved from http://epaa.asu.edu/ojs/index.php/epaa/article/view/1053
deBettencourt1L. U.HooverJ. J.RudeH. A.TaylorS. S. (2016). Preparing special education higher education faculty: The influences of contemporary education issues and policy recommendations. Teacher Education and Special Education, 39, 121-133.
Education for All Handicapped Children Act of1975, P.L. 94–142.
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Every Student Succeeds Act, P.L. 114–75.
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McCullaghJ. G. (2015). Challenging the proposed deregulation of P.L. 94-142: A case study of citizen advocacy. The Journal of Sociology & Social Welfare, 15(3), 65-81. Retrieved from http://scholarworks.wmich.edu/jssw/vol15/iss3/5
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McLaughlinV. L.WestJ. E.AndersonJ. A. (2016). Engaging effectively in the policy-making process. Teacher Education and Special Education, 39, 134-149.
RockM. L.SpoonerF.NagroS.VasquezE.DunnC.LekoM.LucknerJ.BauschM.DonehowerC.JonesJ. L. (2016). 21st century change drivers: Considerations for constructing transformative models of special education teacher development. Teacher Education and Special Education, 39, 98-120.
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