Special Education Research Research Articles

Mapping Global Research on Early Childhood Special Education: A Bibliometric Analysis

Early childhood special education is a scientific field that is gaining worldwide attention. This study uses bibliometric and social network analysis methods to analyze early childhood special education research published in international journals. Therefore, the articles in the WoS database were accessed. WoS is a database of the most prestigious journals indexed SSCI, SCI-Expanded, AHCI, and ESCI. A total of 2051 articles meeting the determined criteria were included in the research. We used the VoSviewer software to perform the analyses and then interpreted the results. According to the research findings, the number of works published in the related field has increased significantly. The Journal of Autism and Developmental Disorders has emerged as the most prolific publisher of articles on this topic. The United States stands out as the most productive country. Dawson, G. is the most effective and cited author. The most frequently used word in the studies examined was autism. It appears that political developments in the field of early childhood special education may contribute to this increase. In addition, the analysis revealed that a certain number of leading countries and researchers have made significant contributions to the field. İnfluential journals in the field of early childhood special education studies, it is noted, focus on special education.

Embracing Mixed Methods Research in Special Education

This introduction to the special issue on mixed methods research examines guest editor perspectives on the research culture in special education and the broader ecosystem of education research. Articles included in the special issue are used to illustrate how core methodological features and application of a flexible metaparadigm enables mixed methods research to enhance the quality and depth of research findings. Given that the researcher’s role as the instrument is pronounced in mixed methods research, we argue for reflexivity and explicit reporting of how researcher backgrounds shape the questions they ask, methods they use to answer them, and lenses through which they interpret findings. We encourage our colleagues to consider how the integration of numerical and textual data can enable us to ask questions that challenge traditional dichotomies, capture the complexities of human experiences, and generate more nuanced interpretations of findings that acknowledge the inherent limitations of relying on a single methodology or paradigm.

Overview of Single-Subject Design in Special Education Studies

In recent years, there has been an increase in the use of single-subject design in special education research. This paper provides an insightful overview of the application of single-subject design within special education studies. The paper delves into an exploration of the fundamental concepts underlying single-subject design, its historical origins, and the wide range of purposes it serves. Furthermore, an examination of the strengths and weaknesses inherent to single-subject design is undertaken. Finally, an evaluation of withdrawal design, multiple baseline design, and alternating treatment design and their special education research application are offered. In this evaluation, the researcher specifically examines how these designs can be applied in special education research contexts. By exploring these variations, this paper provides insights into the diverse ways single-subject design can be applied to address the unique research needs and challenges in special education.

Bibliometric Profile of Research on Physical Activities in Special Education

The aim of the research is to understand the bibliometric profile of physical activity research in special education. The researchers first decided on the database to be searched. Then, keywords were determined and the data were converted into a form suitable for analysis. Then, data analysis was carried out. As a result of the research, a series of keywords were decided to ensure that publications containing research on physical activity in special education were included: "(AB=("special education")) AND AB=("sport" or "physical activity" or "exercise") In the first search, 255 articles were reached. After excluding the excluded articles, 137 articles were analysed. Using the restriction options of the WoS database, the search was restricted to consist only of articles and to be between 1992 and 2024. Articles and early access were selected and all languages were selected as the language of publication. VOSviewer, Microsoft Excel 2016 and the open source Biblioshiny package program created in R programming language for bibliometric analyses were used in the analysis of the research data. In this study, the number of publications was taken into account to determine the effective journals in the field, and the number of local and global citations was evaluated to determine the effective publications. In order to evaluate the historical development of research on physical activity in special education, the frequency of publication by years was used. Likewise, in order to determine the publication efficiency of the countries, the number of publications of the relevant authors according to their countries was evaluated. Common word analyses and strategic diagrams were used to identify thematic research areas.

Inclusive education: Bridging the gap between online and face-to-face teaching modalities

In the post-COVID-19 era, higher education institutions worldwide are increasingly adopting a blend of online and face-to-face teaching. The pandemic-induced shift to remote learning has prompted concerns about the inclusivity of online education compared to traditional classroom settings. This study aimed to evaluate the principles of inclusive education across both modalities, drawing on the experiences of (85) students from Birzeit University during the second semester of the 2022-2023 academic year. Three courses were examined: Scientific Research Methodology, Applied Action Research in Inclusive Education and Special Education, and Advanced English Language. Following a qualitative approach and descriptive analysis, the study collected data through students' reflective journals, in which they described their experiences with both teaching modes. The analysis was guided by UNESCO's 2017 inclusive education framework categorized into four domains: diversity and alignment in teaching methods, active participation and interaction, accessibility of educational materials and equity and justice. Findings indicated that although students generally perceived face-to-face teaching as more inclusive, there are potential benefits of a blended approach were also acknowledged, suggesting that combining online and face-to-face methods could enhance inclusivity. The study recommended a blended teaching approach to improve accessibility and flexibility, providing options that accommodate students' diverse needs, preferences and impairments. Additionally, it emphasized the importance of equitable access to technology and the internet to overcome barriers in hybrid learning, ensuring that no student is left behind.

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.

Bridging Research and Resources: Bibliometric Analysis of International Journal of Research in Special Education as a Library Service Model

The International Journal of Research in Special Education is an established publication that centers on research in education. Between 2021 and 2023, it released 59 research papers, which underwent examination for authorship, article structures, content themes, and academic attributes. The key research domains of the journal encompass research analysis, academic communication, library services, and administration. The analysis unveiled collaboration among authors, enriching its readership. Content analysis techniques were utilized to delve into facets of the journal publications. These results highlight how the journal has an impact and contributes to discussions in special education research. This examination deepens our insight into the publication trends and scholarly aspects that define the journal's influence on its audience. This kind of library service or facility is useful for library users to conduct their further research.

특수교육 중재전략 연구에서 베이지안 종단자료 분석모형의 유용성 탐색

Research on the effectiveness of intervention strategies for students with special needs is an important research topic in the field of special education. Until now, the majority of special education research on this topic has been based on the use of frequentist statistics and pre- and post-test designs. However, recent research in the natural and social sciences has criticised the limitations of frequentist statistics and emphasised the importance of reliable longitudinal data. Therefore, the purpose of this study is to introduce a Bayesian longitudinal data analysis model that can overcome the limitations of frequentist statistics in special education situations where longitudinal data are collected. According to the results of this study, when using Bayesian longitudinal data analysis model to test the effectiveness of intervention strategies, it is not only possible to reflect previous studies in parameter estimation, but also to continuously update the effect size of existing intervention strategies. In addition, it is possible to estimate effect sizes with good reliability even in research conditions with a small number of cases, such as in the field of special education. Finally, the limitations of Bayesian theory and future research topics are discussed.

Celebrating Special Education Research

Celebrating Special Education Research

Editorial: Celebrating Stan Love and the Pioneering Spirit of Special Education Research

Editorial: Celebrating Stan Love and the Pioneering Spirit of Special Education Research

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: , ,, , , ,

Special Education Researchers’ Knowledge, Attitudes, and Reported Use of Open Practices

Despite calls for open science reforms in special education research, little is known about the perceptions or practices of special education researchers regarding open science. In this study, we modified the Open Science Survey to conduct a preliminary examination of the knowledge, attitudes, perceived norms, and behavioral intent of 155 special education researchers for three open practices: preregistering studies, posting preprints, and sharing data. Respondents reported favorable attitudes toward each of the practices but low levels of implementation knowledge. Multiple linear regression analysis revealed that knowledge, attitudes, career stage, and methodological preference significantly predicted intent to engage in these open practices. We provide recommendations from these findings to inform efforts to increase open science uptake in the field.

Comparison of the What Works Clearinghouse Standards for Single-Case Research: Applications for Systematic Reviews

Systematic reviews of single-case experimental research (SCER) in special education often use the What Works Clearinghouse (WWC) Standards to assess the methodological rigor of studies within a given literature base. While significant changes were made between the two most recent versions of the WWC standards, no research to date has evaluated the extent to which these standards would result in different evaluation outcomes. To examine potential differences, we applied version 4.1 and 5.0 of the standards to a sample database of SCER addressing the challenging behavior of students with autism in general education settings. Systematic search, screening, and review procedures resulted in a total of 20 articles included for this review. Findings indicated a 27% change in overall ratings across the studies, with version 5.0 leading to lower ratings than version 4.1, due to factors such as a lack of assessment of procedural fidelity, therapeutic baseline trends, and insufficient data points in the first baseline phase. We discuss implications for research based on our findings and recommend future directions for SCER in the field of special education.

A Sentiment Analysis of Emergency Online Special Education after COVID Mass Vaccinations Started

This study examined people’s sentiments toward emergency online special education after mass vaccinations became available to determine whether people had positive, negative, or neutral sentiments towards emergency online special education. The results revealed that most tweets were positive and focused on special needs and special education during emergency online special education. Specifically, most tweets focused on special education, and they included a positive content with average daily sentiment scores never getting smaller than zero. Similarly, special need and special education turned out to be the most frequent expressions used, and topic modeling indicated that target tweets’ content focused on the needs of students with special exceptionalities. All these findings suggest that emergency online special education can be a viable alternative during times of crisis and availability of vaccinations at a larger scale may help to create a positive atmosphere thereby informing teacher education and special education research and practice.

The scoping review of systematic instruction literature for individuals with disabilities: trends in Türkiye from 1983 to 2022

ABSTRACT This study used a scoping review to examine the systematic instruction studies for individuals with disabilities published in the last four decades (1983–2022) in Türkiye. We included 332 single-case and 61 group experimental studies. We collected inter-rater reliability data for 30% of the studies and determined that the mean of inter-rater coefficients was 99.2%. The findings indicate that the studies have been mainly self-funded and performed by one or two special education researchers. Studies conducted with single-case studies were more prevalent than group experimental studies. Male participants were more than females, and more school-age children than infants and adults. Participants with intellectual disabilities and autism were the most frequently involved, and school-related academic and cognitive skills were the most commonly targeted. The most frequently used interventions were response prompting strategies, strategy instruction, video modelling and prompting, and direct instruction. Finally, we discussed the findings and made recommendations for practice and future research.

The Telos of Special Education: A Tripartite Approach

ABSTRACT The purpose of this paper is to define and describe the ‘Telos’ or purpose of special education. We argue that special education has three main (tripartite) functions: (a) research, (b) a distinct system, and (c) special instruction. The overall Telos of special education is to provide an educational service to better serve students whose disabilities adversely affect their learning. Despite this overall Telos of special education, we see a more specific Telos for each function. In particular, the Telos of special education research should be based on the search for truth, whereas the Telos of the special education system focuses on promoting equality of opportunity, equity, and social justice. Last, the Telos of special education instruction is to optimize learning through specialized, individualized, and effective instruction, which is essential to achieve the overall Telos of special education. Current challenges to all three parts of special education’s telos are discussed.

Promoting Interdisciplinary Research Collaboration among Mathematics and Special Education Researchers

This manuscript provides a theoretical framing of a collaborative research design effort among mathematics education and special education researchers. To gain insight into the current state of research on mathematics learning, we drew on how researchers in mathematics education and special education have defined and operationalized the term ‘mathematical concept’ related to the learning of fractions. Using this information, we designed a future study that focuses on and connects prior research in mathematics and special education. We conclude by discussing the implications of such collaborative research efforts.

Considering Social Validity in Special Education Research

This article is part of a special LDRP research–to–practice series introducing key concepts to enable special education practitioners and other nonresearchers to be more informed research consumers. In the article, we explore how social validity is assessed in special education research and how to interpret social validity assessments. Rather than focusing on measuring intervention effects, social validity involves assessing the social importance of the goals, procedures, and outcomes of interventions and programs. We define social validity, provide questions to consider when examining assessments of social validity in research papers, review approaches commonly used to assess social validity with examples from the research literature, and make recommendations for reconciling findings of positive intervention effects on targeted outcomes but absent or negative findings related to social validity in a study. Our take–home message is that considering social validity assessments helps research consumers interpret study findings and informs how to apply findings in practice.

베이지안 이론과 ROPE 개념을 이용한 평균 차이 검증과 특수교육 연구의 시사점 탐색

The traditional t test has been the primary statistical method for testing the difference between two means in special education research. However, since the t-test is based on frequentist statistics, it has the limitation of being able to test the difference between statistically finite means, but not the practical significance that is meaningful in the field of education. In this study, we proposed an alternative to the traditional t test analysis method that utilizes Bayesian theory and the concept of ROPE (Region of Practical equivalence). In order to verify the differences between the two methods, this study analyzed example data from special education with both methods and compared the results. The results of this study show that Bayesian theory using ROPE is useful for testing practical significance in special education research, and can additionally provide richer analysis results for differences in means.

Putting the “Mix” in Mixed Methods: How to Integrate Quantitative and Qualitative Research in Early Childhood Special Education Research

Mixed methods research (MMR) has the potential to be a powerful tool to expand the ways early intervention/early childhood special education (EI/ECSE) scholarship understands and informs practice. Integration, or the purposeful combination of quantitative and qualitative research approaches, is central for rigorous MMR. However, it can be challenging to identify and enact integration because integration processes and procedures can vary greatly depending on a study’s purpose(s), design, and underlying philosophical assumptions and priorities. In this article, we offer guidance on ways EI/ECSE researchers can engage in meaningful and purposeful integration. We highlight three critical decision-making points: integration dimension or type, integration timing, and relative emphasis of methods when integrating. Additionally, we discuss related considerations to particularly ensure strong qualitative designs and integration within MMR.