Howe gives clear definition to Equal Educational Opportunity, which may have previously been a pipe dream without a definition, leading a lot of policymakers to use language that does not offer all three parts to students. Access seems like the first pillar, where all students are offered the "same" education, such as the idea of "separate but equal". This likely led to many students not getting adequate supports even if it was the same as what other schools were getting, especially in areas with many language learners or students in poverty. Compensatory takes this a step further, calling for equitable action to give supports to 'only' those who need it, e.g. an IEP if a team deems it necessary. Participatory pushes the boundaries of "compesating" a little further to call for individual accommodations-- lessons that hold student choice, classrooms that hold student voice, and students who really know themselves. Moses, in 2002, years later, builds on the idea of how to carry out participatory policy and why it is important. Moses defines the boundaries of 'self' and the deficits of only individualism-- the opposite of some previous policies that focus on the detriment OF the individual. Moses' questions build for a humanistic, holistic approach.