This article is part of a case study of federal leadership in special education from the perspective of those who served in the roles of Assistant Secretaries of Office of Special Education and Rehabilitation Services (OSERS) and Directors of Office of Special Education Programs (OSEP), or their equivalents in the former U.S. Office of Education and later U.S. Department of Education. The perspectives cover the time-period since the passage of the Education of the Handicapped Act of 1975 to amendments of Individuals with Disabilities Education Act (IDEA) in 1997 and the end of the Clinton administration in 2001. The participants detailed their (a) Career and appointment, (b) vision for educating students with disabilities, (c) theory of change, (d) politics and financial constraints, (e) advocacy, and (f) views of the past, present, and future.

本文是从担任特殊教育和康复服务办公室 (OSERS) 助理秘书和特殊教育计划办公室 (OSEP) 主任的人员的角度对特殊教育中的联邦领导进行案例研究的一部分，或他们在前美国教育办公室和后来的美国教育部的同等职位。这些观点涵盖了自 1975 年《残疾人教育法》通过到 1997 年《残疾人教育法》(IDEA) 修正案和 2001 年克林顿政府结束以来的时间段。参与者详细介绍了他们的 (a) 职业和任命，(b) 教育残疾学生的愿景，(c) 变革理论，(d) 政治和财政限制，(e) 宣传，以及 (f) 对过去、现在和未来的看法。