The research study sought to understand the impact of certain stakeholders' input in education policies and implementation practices affecting students with Learning Disabilities (LD). The study examines policies and procedures in regard to public participation and actual levels of parental and community participation in three school districts; teachers' perceptions of parental and community engagement and the learning environment of students with LD; and the role of organizations providing education services to students in the school districts' service areas. A mixed approach was employed. The qualitative methods permitted the investigation and analysis of school districts' governing bodies by (1) comparing their school boards of trustees' public participatory policies and processes and board meeting minutes, and (2) conducting semi-structured interviews with board of trustee members and leaders of local organizations who provide educational services to students with or without a disability. The quantitative methods were employed (1) to compare data containing academic performance outcomes for students with disabilities (SDs) and the school districts' state assessment results, (2) to examine the level of, and opportunity for, public participation in education policy decisions at board meetings and parental involvement in the implementation of education programs, and (3) to better understand whether the levels of public and parental participation impact teacher' perceptions of students with LD. The findings demonstrate that the level of public participation in education policies for students with LD varied and there was no evidence that the school district with the higher academic performance had greater overall public participation. The findings confirmed the evidence present in the literature in terms of the positive impact of parental involvement in policy and program decisions that affect their child's education. The final findings showed a need for advocacy by parents of students with LD; training for all teachers in effective teaching techniques for students with LD; and a need for additional organizations and volunteers to provide education services for students with LD because these organizations provide a level of individualized assistance that school classroom teachers struggle to offer due to class sizes. Given the continual academic lag of SDs, and the demonstrated gaps in the learning environments for students with LD, a model Learning Disability Partnership Framework that aimed specifically to benefit students with LD, offers communities a collaborative approach to mitigate the needs of this vulnerable population of students.