This literature-based paper attempts to delineate the role of various groups in controlling special education in public schools. The paper argues that historically education has been a local matter, but contemporary interpreation tends to view education as a societal issue, a view which provides the impetus for education to become a state function accompanied by vanishing local control. The paper then proposes that special education be controlled by a partnership of governmental agencies, state boards of education, local boards of education, parents, special education professional organizations, special education teachers, and school administrators. The suggested role of each group in the partnership is outlined. Recommendations are provided to local school boards to enable them to more fully exercise their role in the education of handicapped children. The recommendations include, among others, establishing a local partnership, developing an advisory board, clarifying special education legislation, ensuring a climate of quality control, and seeking modifications of funding formulas. (JDD)