In order to effectively analyze policy in education, a framework is required to guide the process. There are a number of different models which have been developed, and this analysis combined principles of the Geelhoed-Schouwestra framework and the model of Gilbert and Terrell. Applying this model to Section 504 of the Rehabilitation Act 1973, in relation to education, it may be demonstrated that there may be ambiguities in the policy. These may lead to ineffective protection of some students with disability. It is difficult to further evaluate how far the policy has met its original objectives in terms of removing discrimination from the education system, due to a lack of empirical evidence.
             There are a number of different models of policy analysis which have been used in the literature, but most of these are not particularly appropriate for specific analysis of education policy. Tone exception is the Geelhoed-Schouwestra framework (Schouwstra & Ellman, 2006), which offers a very simple method of policy analysis, developed in the field of economics, but also applicable in the wider context. This focuses on identifying a set of six key characteristics of the policy, which are: a) the tactical goal of the policy; b) the policy objectives; c) the methods by which the objectives should be realized; d) the activities conducted to realize the goals; e) performance as a result of the policy and f) an evaluation of whether the policy objectives have been achieved. Completing each of these stages in turn should then result in the final step, evaluation, providing an answer as to whether the policy is effective or requires revision. The main drawback to such a framework is that it may not provide effective reasoning for policy failures.
             A model which may offer further insight into why specific outcomes are achieved by a particular policy is that suggested by Gilbert and Terrell (2005). These authors present a model for the analysi...