Abstract Book of the 8th International Conference on Innovative Research in Education
Year: 2025
[PDF]
Why the Massachusetts Educational Collaborative Model for Students with Disabilities Should Be Applied Globally
Dympna M. Thomas
ABSTRACT:
This paper, entitled “Why the Massachusetts Educational Collaborative Model for Students with Disabilities Should be Applied Globally,” explores the evolution of federal educational laws in the United States, beginning with the Education for All Handicapped Children Act of 1975 and continuing through to the IDEA Improvement Act of 2004. These laws have set the foundation for providing students with disabilities a free and appropriate public education in the least restrictive environment. Despite these legal mandates, many students face challenges in accessing specialized services within their local school districts due to the complexity and cost of such services. In response, Educational Collaboratives were established, offering a collaborative model to pool resources and expertise across districts to better serve students with disabilities. This paper examines how eight core elements of the Massachusetts Educational Collaborative model such as consistency, cost efficiency, inclusivity and specialized support have contributed to improved educational outcomes for these students, and why this approach should be considered for global adoption.
Keywords: Educational Collaboratives, IDEA Improvement Act, No Child Left Behind, Special Education, Least Restrictive Environment