State education agencies have evolved through at least three stages: inspectorial; data collection; and consultation. SEA personnel for the most part have felt quite comfortable in the more recent “friendly helper” or “white hat” role rather than the “black hat” role of the inspectorial stage. PL 94-142 now places the SEA in a monitoring (inspectorial) phase not only for LEAs but for all public and nonpublic day or residential programs providing special education and related services. SEA standards must be enforced at the LEA level, which many existing SEA staff may find uncomfortable or objectionable. The problem is deeper, however, when the private sector, or other public sector agencies such as corrections, mental health, mental retardation, developmental disabilities, public health, and welfare, also have an accountability to the SEA. This article will present many concerns in the above areas, suggest possible solutions, and more importantly, examine the need for a new breed of SEA staff.
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