Engaging Effectively in the Policy-Making Process

Abstract

Current political polarization and competing priorities complicate development of sound education policy. Particularly troubling is the disconnect between research and policy, as decision makers rely more on the work of think tanks and advocacy groups than the knowledge base of the profession. The mismatch between higher education and policy cultures is examined in terms of pace, career cycles, communication styles, information sources, and other factors. Implications for the scholarly community are discussed within a policy process framework with specific examples of effective advocacy. Recommendations include partnerships with strategic allies to gain resources and credibility, use of new communication styles and media, and preparation of leadership personnel for policy engagement.

Fisher, K. and Miller, K.M. (2020). Legislative Advocacy for Special Educators

“…Members of Congress often respond to constituent interests and want to hear from voters, as they are not experts in the area of special education and they rely on experts to inform them (McLaughlin et al, 2016). Special education teachers' voices need to be heard and are crucial to ensure their congressional delegate understands what is specialized about special education and how the needs of SWDs are best served.…”

“…Be willing to show respect for the office of each policy maker you meet, even if you do not agree with them personally or their political views. Do not burn any bridges, because alliances may shift (McLaughlin et al, 2016). Whitby and colleagues (2013) state that special educators should use diplomacy and create win-win situations when faced with conflicts.…”

Activating Policy and Advocacy Skills: A Strategy for Tomorrow’s Special Education Leaders

“…In recent years, advocacy and social justice movements, defined as “the fundamental valuing of fairness and equity in resources, rights, and treatment for marginalized individuals and groups of people who do not share equal power in society” (Constantine, Hage, Kindaichi, & Bryant, 2007, p. 24), have taken rise across the social sciences, including education (Nilsson, Marszalek, Linnemeyer, Bahner, & Misialek, 2011). As a result, increasing numbers of special education faculty are engaging in advocacy activities to elevate critical issues in special education (e.g., McLaughlin et al, 2016; Smith & Montrosse, 2012; Spaulding & Pratt, 2015). Special education researchers have the potential to contribute to the development of sound education policy, but their focus on a long-term research trajectory does not generally match the immediate and more politicized needs of state- and federal-level policy makers.…”

“…Provisions of the IDEA (2004) and ESSA (2015) have resulted in dramatic changes in public education, including changes to accountability systems for students and teachers, increased use of research-based practices in P–12 settings, and greater attention to the needs of learners with language and learning differences. At the same time, the policy-making process has become increasingly complex and fraught with partisan wrangling, leaving many education leaders and practitioners with the sense that their voices, professional knowledge, and research are being left out of the policy conversation (McLaughlin, West, & Anderson, 2016). This sentiment may be particularly present for scholars in higher education settings who have traditionally experienced a significant disconnect between their experiences as researchers, engaged in a careful and painstaking scientific process, and the fast pace of social and political realities (Birnbaum, 2000; Henig, 2008; Rippner, 2016).…”

Developing Effective Advocates during Doctoral Preparation: An Examination of Federal-Level Special Education Policy Internships

“…It is critically important for leadership personnel in special education to develop knowledge and skills in policy and advocacy. The need for these skills has been expressed by current leaders in the field based on their higher education experience in preparing a range of personnel, from classroom teachers to college instructors to university researchers (deBettecourt, Hover, Rude, & Taylor 2016;McLaughlin, West, & Anderson, 2016). The requirement for special educators to be competent in policy and advocacy is essential to ensure they are well equipped to support the students they teach, both in the classroom and at the administrative level (Rock, Spooner, Nagro, Vasquez, Dunn, Leko, Luckner, Bausch, Donehower, & Jones, 2016), especially given the continuing fragile nature of budgets to support special education at all levels (West & Sheperd, 2016;Whitby & Wienke, 2012).…”