Special Education Policy Research Articles

Educational boundaries explain strength and variation in global fertility convergence

This paper shows that the level and timing of fertility are converging strongly over different measures of educational attainment using 65 years of data from 146 countries. Global convergence patterns are primarily driven by high-income societies, while sub-Saharan Africa is the world region that is converging most slowly, if not converging at all. Most importantly, levels of education matter heavily for explaining strength and variation in global fertility convergence, with two intersecting educational gradients suggesting: (i) stronger convergence over tertiary education followed, in turn, by secondary and primary; (ii) stronger convergence over education completed relative to education attended. Our findings provide important insights for addressing key challenges in global development and demography, and for informing policymakers as they evaluate the suitability of specific educational policies aimed at further narrowing inequalities between societies—such as supporting higher education as well as the successful completion of targeted educational cycles.

Impact and Policy Implications of Transition Education Practices on IDEA Indicator 13 Scores and Indicator 14 Outcomes

Federal special education policies require state departments of education to collect data to measure progress in attaining state performance plan goals, with Indicators 13 and 14 measuring the Individual Education Program (IEP) transition process and post-high school student outcomes. Research suggests that higher transition indicator scores result in better post-school outcomes, but no research has yet demonstrated the impact transition education practices have upon indicator scores. This study identified transition education practices that impacted one state’s transition Indicators 13 (transition IEP process compliance scores) and 14 (post-high school outcomes). Eighty-three secondary special educators from 36 districts identified the extent their students engaged in various evidence-based transition practices. Hierarchical cluster analysis identified five transition education themes. Multivariate analysis of variance revealed few statistically significant results and several meaningful effect sizes indicating specific transition education practices that impacted Indicator 14 outcomes. Districts with students actively involved in IEP meetings had higher Indicator 13 scores and 14 outcomes. Districts with high to moderate number of students with paid jobs and money management experience had higher Indicator 14 outcomes. Districts that taught students to set postsecondary goals had higher Indicator 14 outcomes. Other results are described and policy implications discussed.

People Don’t Practice What They Preach? Inclusive Educational Policy and Exclusionary Practices for Children with Autism Spectrum Disorders in China’s Compulsory Education: A Critical Assessment

Purpose: Autism Spectrum Disorder (ASD) is a neuro-developmental disorder characterized by behavioral deficits. In China, children with ASD find themselves critically challenged due to inadequate support and insufficient awareness among the general public. Methods: This paper illustrates the implementation of Learning in Regular Classroom Program (LRC) in China, comparing and deconstructing the special education policies in two consecutive phases in a southern metropolis in China. Results: A Critical assessment reveals 1) retrogression in guiding principles, 2) inconsistent models of disabilities, 3) consistent use of enrolment rate as Key Performance Index (KPI) and 4) non-mandatory use of language to guide implementation. Conclusion: The widening gap between the conceptualization and realization of the LRC in China is beyond question. Suggested solutions are: 1) professional projection of possible challenges for children with ASD; 2) adequate supply of resource classrooms and special education teachers appointed for the implementation of the Individual Education Plan (IEP); 3) a statutory code of practice in ASD studies.

EDUCAÇÃO ESPECIAL NA PERSPECTIVA INCLUSIVA

This case study brings reflections on possibilities for implementing the concept of a school for all in everyday school life, reinforcing the importance of the struggle movement for people with disabilities in our country. It focuses on the situation of Special Education in the municipality of Miracema/RJ based on a comparative analysis between the Municipal Education Plan (2015-2025) and normative and political devices (such as: the National Education Plan, the Law of Guidelines and Bases of Education and the National Policy on Special Education from the Perspective of Inclusive Education) that guarantee education for all as a human right. The work carried out by the municipality's Specialized Assistance Center (NAE) is also analyzed. Methodologically, the study was carried out taking bibliographic and documentary research as its starting point. It is theoretically based on authors such as: Paulo Freire, Maria Tereza Mantoan and Rita de Cassia Fumegalli. It is concluded that the municipality of Miracema has been expanding its horizons with regard to the implementation of what is implied by goal 4 of the National Education Plan and the National Special Education Policy from the Perspective of Inclusive Education, seeking to promote a break with related social prejudices to the education of students with disabilities, charting a new path, where the commitment is to an education that proposes to be universal, which must include diversity, moving away from standardized models, which do not respect the reality of students and their families and promote scenarios of exclusion and school failure.

Leveraging Large Administrative Data for Special Education Policy Analysis: Recent Contributions and Future Directions

The purpose of this special issue is to explain the advantages of using administrative data generated by states and school districts for research in special education, illustrate their use in special education policy studies, and encourage more such analyses. In this introduction to the special issue, we define and distinguish large administrative data sets, discuss types of special education policy questions that are appropriate for addressing with administrative data, provide a high-level overview of methods that are commonly used with such data, discuss examples of published analyses that use each method, note some of the limitations to using administrative data, and briefly introduce articles in the special issue.

Policies of Islamic Education in Public Schools in The Independence (Old Order) Era

Many changes occurred after Indonesia's independence, both in the field of government and in the field of education. The method used in this research is qualitative descriptive research with a historical approach and obtaining descriptive data in both oral and written form. The results of this research show that during the Old Order era Islamic education had experienced developments that were closely related to the establishment of the Ministry of Defense on January 3 1946 to provide a way of struggle for the politics of Islamic education in the country. The implementation of Islamic education was one part of the National Education system during the Old Order era. Because it is related to general policies and specific national education policies, they must be understood in their entirety. It is explicitly stated in the TAP MPRS that religious education is important for all Indonesian people in order to achieve the ideals of the nation and state which are enshrined in Pancasila and the 1945 Constitution.

National policies for brazilian special education between 1994 and 2023: different proposals; constant challenges

National policies for brazilian special education between 1994 and 2023: different proposals; constant challenges

The Development of an Assessment Scale for Computational Thinking Competence of In-Service Primary School Teachers

In the context of digital technologies, computational thinking (CT) is considered a key competence of primary school teachers. However, assessment tools to measure in-service teachers’ CT competence are rare. The current study explains the design, development, and validation of a scale to determine the in-service teachers’ mastery level of their Computational Thinking Competence (CTC) in the Chinese context. The validity and reliability of the scale have been studied by conducting exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and calculating internal consistency coefficients. The sample of this study consisted of 631 in-service teachers from different Chinese primary schools (EFA N = 189; CFA N = 442). The 31-item scale mirrors five factors: cognitive knowledge of CT, practices and skills of CT, attitudes and perspectives of CT, CT teaching design, and CT teaching implementation. The discussion of the results looks at the future use of the CT scale in Chinese educational settings that mirror a specific national education policy, talent demand, and educational culture.

Addressing disproportionality and racial inequities in special education through policy change

ABSTRACT Literature on racial disproportionality in special education has recently been situated within a polarized debate about the sources of racial inequities: specifically, the benefits and harms of special education. In this article, we consider this debate from a historical perspective by examining special education policies and their implementation. By doing so, we aim to bridge theory to practice by attending to systemic, institutional, and organizational oppression that becomes enacted through policy aimed at achieving racial equity and educational access. More specifically, we provide a model for local school districts to revise, develop, enhance, and implement policy changes to address disproportionality and racial inequities in special education using a cultural-historical framework and culturally responsive practices.

Unintended Consequences of Special Education and Consideration of Change

This scholarly review presents a case for transforming special education rather than reauthorizing special education law in its present form and, in doing so, reconceptualizing the inclusion movement to recognize marginalizing influences. A comprehensive review of research, policy reviews, and observations of praxis is undertaken to examine current special education law. Three unintended consequences are identified: (a) the least restrictive environment provision; (b) incremental successes of the inclusion movement’s emphasis on placement; and (c) the effort to promote racial integration in current special education policy. While unintended consequences cannot be foreseen, the structure of the Individuals with Disabilities Education Act (IDEIA) has changed little since the 1970s despite evolving praxis and understandings of social justice. This article is intended to facilitate a conversation about a path forward for special education, including whether IDEIA should be reauthorized in its present form, or what form might be taken under alternative policy.

Inclusive and Special Education Policy in Nepal: Reality, Rhetoric and Contradiction

ABSTRACT This study investigated inclusive and special education policy in Nepal. This paper employs social constructionism and discourse analysis as theoretical perspectives. This study is informed by the findings of the author’s doctoral research. Data were collected from a selected key policy document between 1970 and 2020. Discourses of disability was used as a methodology to examine how these policies construct the meaning of disability and inclusive education. The findings of this study demonstrated that Nepalese inclusive and special education policies have been influenced by the medical or deficit and social or human rights model discourse of disability. This article identified that the educational policies of Nepal were consistent and in variation between these two discourses of disability. This study found that inclusive education policies had rhetoric, contradictions and tensions within the policy documents. Limitations and recommendations of this research were also discussed.

Navigating Complexity: Overcoming Challenges in Qualitative Research for Special Education in Pakistan

This paper aims to identify some of the challenges of qualitative research in special education in Pakistan and how such challenges could be effectively handled. It discusses the contemporary state of affairs concerning this type of education and the importance of using qualitative research strategies to study education-related processes in the country. This paper presents several issues, which could be methodological, ethical, linguistic, institutional, and specific to the researcher. Approaches for overcoming these challenges are enumerated, such as formulating culturally appropriate research models, addressing ethical issues, involving the host community members, and availing necessary expert assistance to the research workers. The paper also describes possible recommendations for further qualitative research of special education in Pakistan: The relation to novel qualitative approaches and the requirement of policy encouragement. Despite these challenges, by addressing them and implementing the assessed strategies, qualitative research can greatly support improving the special education practices and policies in Pakistan, thus positively impacting the education of students with disabilities. Keywords: , ,, , , ,

Constructing Disability and Special Education: A Critical Discourse Analysis of the Punjab Special Education Policy 2020

Utilizing a framework of critical discourse analysis (CDA), this paper focuses on the Punjab Special Education Policy 2020 to evidence how disability and special education are discursively produced or positioned within the broader policy context of Pakistan. This paper analyzes this policy document, using Mullet’s (2018) CDA framework to explore the linguistic dimension and discursive strategies employed and their ideological underpinnings. That study finds a move to the social model of disability and rights-based education rather than traditional medical or charitable models. However, the analysis also highlights restrictions and inconsistencies in the policy’s inclusive and empowerment approach for persons with disabilities. This study exemplifies this point, and it illustrates how language and rhetorical methods can depoliticize power and render inclusion an inevitable process rather than an ongoing social battle. The findings offer an essential contribution to the broader field of disability and education in Pakistan, further informing our understanding of policy discourse as a mobilizing force behind enhancing rights and inclusion for people with disabilities. The research concludes by discussing the implications for policy and practice and suggesting areas for future research to further explore the implementation and impact of the policy. Keywords: , , , ;

A Comprehensive Social Impact Analysis of Technological Advancements in Education: Bridging or Broadening Gaps

This study explores the social impact of technology integration in education through Social Impact Assessment (SIA). SIA originated in the 1970s and has evolved to include various social and economic aspects, particularly education. Interpretivist methodology and SWOT analysis highlight technology's positive and negative effects in the educational sector. Positively, technology enhances learning outcomes, ensures equitable access, promotes social cohesion, and facilitates lifelong learning. It also supports teacher development and makes learning materials more accessible. On the other hand, challenges include increased academic misconduct, ethical dilemmas involving AI, digital divides in socio-economic sectors, and the vast nature of digital content. This paper highlights the need for specific educational policies and interventions by recognizing the diverse impacts of technological advancements in different academic environments.

한국과 일본의 통합교육 관련법 비교 연구

[Purpose] This study aimed to compare and analyze the laws related to inclusive education in South Korea and Japan according to Article 24 of the UN CRPD, in order to draw implications necessary for realizing inclusive education that meets the standards of the international community.
 [Methods] To achieve this, an analysis framework was developed based on the text of Article 24 of the Convention, and the inclusive education laws of both countries were compared.
 [Results] The main research findings are as follows. First, both countries have established legal foundations for the philosophy of inclusive education, but Japan has systematically laid the legal groundwork for the construction of an inclusive education system by revising its laws in accordance with the UN CRPD. Second, the responsibilities of the national and local governments for promoting inclusive education are specified in the laws of both countries, but whereas Korea focuses on special education policies, Japan manages policies comprehensively among various ministries. Third, in terms of support at the level of institutions operating inclusive education, Korea specifies the relevant content in law more concretely than Japan, but it was found that there is a lack of manuals or guidelines that can be utilized in the field.
 [Conclusion] Based on these findings, proposals were made for the legal and environmental improvements necessary to enhance the quality of inclusive education in Korea, in line with the final recommendations issued by the UN CRPD.

Caregiver-centred empowerment for families raising autistic children: A qualitative case study from Argentina.

Caregivers of children with developmental disabilities, including autism, often struggle to access services, information and resources in Argentina. Little is known about how caregivers can be empowered to support their children as they wish to in the Argentinian setting. We spoke with 32 people online to understand existing and potential practices of supporting caregivers. The people we spoke with included caregivers, health service providers, non-governmental organisations' representatives providing services or technical support, special education teachers and policy representatives. Participants said that poverty, and inequalities in accessing support, impact how caregivers can support their children. They mentioned examples that help caregivers feel empowered, such as peer support groups and caregiver training. Many caregivers spoke about how they became advocates for their children and how they developed initiatives such as advocacy campaigns and well-being support groups. Caregivers in Argentina may be empowered in various ways, and the following strategies can improve empowerment: strengthening collaboration between professionals and caregivers; focusing on caregiver mental health; and addressing the profound impact of poverty on the quality of life of families.

초등학생들의 기초 읽기능력 향상에 미치는 요인

This study analyzed factors influencing elementary students' basic reading skills enhancement from teachers' perspectives, focusing on the impact of digital environment changes and diverse learning methods. Employing a mixed-methods approach, the research unfolded in two phases: analysis of students' Korean language scores and a teacher survey on reading skill improvement factors, followed by teacher interviews based on survey outcomes. Teachers identified three main factors contributing to the improvement of students' basic reading skills: strengthening teamwork through regular learning, lesson planning, and mutual support among teachers; sharing students' incremental achievement assessment results within the grade to identify areas of growth; and setting continuous improvement of reading skills and literacy enhancement as a primary goal at the school level. These findings indicate that teachers prioritize team-based learning and collaboration. Enhancing basic reading skills requires strengthening teacher collaboration, sharing achievement insights to identify growth areas, and establishing literacy improvement as a school-wide goal, necessitating specific educational strategies and policies.

Impacts of neoliberal school reforms policy on students with disabilities in Nepal

This article argues that special and inclusive education policies in Nepal have been influenced by neoliberal policy reforms. The study employs discourse analysis as a theoretical perspective to analyse the effects of market-based schooling practices on students with disabilities in Nepal. The findings of this study are informed to some extent by the outcomes of the doctoral research project (Thapaliya, 2018). Data was collected through policies and documents. A selection of key education policies and documents between 1990 to 2020 were examined and analysed. One core theme and five sub-themes were identified from the data analysis. Disability as a resource management issue was a main theme. (i) Managing resources; (ii) resource allocation criteria; (iii) professional experts deciding resource funds; (iv) competing for limited resources; and (v) competition and school choice were sub-themes. The available evidence signals that the marketisation model of education does not assist students with disabilities adequately. The findings of this study reveal that the current policy and practice signal changes in government structure rather than working to fulfil these commitments in the everyday practice of students with disabilities. The limitations of the study and recommendations of this research are also discussed.

Marginalization at the Intersection of Language, Culture, and Disability: Systemic Contradictions Perceived by Special Education Teachers in Serving Culturally and Linguistically Diverse Students with Disabilities in South Korea

ABSTRACT In 2018, 13.3% of culturally and linguistically diverse (CLD) families with international marriages had at least one child with a disability enrolled in South Korean public schools. Increasing school diversity requires special education teachers to bring new professional knowledge(s) and identities to meet the unique needs of CLD students with disabilities. Drawing on an interdisciplinary lens informed by disability critical race theory and cultural-historical activity theory, we conducted an instrumental case study to investigate the systemic contradictions that special education teachers experience in serving CLD students with disabilities. The results highlight how the intertwining of ethnicity-based racism, monolingualism, and patriarchal ideology shapes (in)visible deficit ideologies that mediate teachers’ everyday interpretation, pedagogical practices, evaluation, and communication. Coupled with harmful deficit ideologies, the lack of systemic support in special education policies and practices consolidates the interlocking marginalization of CLD students with disabilities and their families at the intersection of language, culture, and other identity badges.

Envisioning an Optimistic Future for Special Education

ABSTRACT The history of the people, problems, and politics surrounding the establishment of federal special education policy is rich with useful illustrations for advocates and educators. As the 50th anniversary of IDEA approaches, we use a historical perspective to consider how the promise of the law – to ensure access to a free appropriate public education for students with disabilities – is advanced through rational inquiry, the exercise of democracy, and specially designed instruction that prepares young people for living dignified and productive lives. We reflect on the spirit of the law when it was written, and on successes and challenges to its promise over time in envisioning an optimistic future for special education.