Collaborative Rulemaking was developed as an effort to build consensus among interested stakeholders regarding state special education regulations and procedures. Sometimes referred to as negotiated rulemaking or regulatory negotiations, it is an alternative to the development of rules in isolation and subsequent solicitation of input through a public process. The purpose of bringing stakeholders together is to improve understanding of diverse perspectives, to identify significant issues of concern, to generate policy options, and to develop consensus on policy recommendations reflective of stakeholder needs. Collaboration fosters creativity, increases credibility, legitimacy and trust, and facilitates the regulatory process. 

The Special Education Rule Committee’s purpose is to examine Arizona Special Education State Board 401 rules, to propose rules that are clear, instructive, and aligned to the IDEA, and to provide guidance for implementation.
The Maine Department of Education abandoned their traditional rule-making process when it revised the Maine Special Education Regulations to be consistent with IDEA '97. Rather than developing rules in isolation and subsequently soliciting input through a public process, the Department invited a group of stakeholders including parents, advocates and school personnel to take part in a collaborative rule-making process also known as negotiated rule making or regulatory negotiations.
A series of consensus-building sessions in Wisconsin with a small group of 7 stakeholders appointed by the state superintendent with the aim of trying to reach consensus on realigning Wisconsin special education law (Chapter 115) with IDEA 2004 before the bill moves forward to a public hearing.


Subscribe to RSS - Collaborative Rule Making