Special Education Policy Research Articles

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.

Meanings of Policy, Practices and Inclusion in Special Education

RESUMO Este texto ancora-se em alguns resultados de pesquisa, em processo de finalização, com o objetivo de expor análises endereçadas aos sentidos de política, práticas e inclusão na constituição de uma hipótese como Educação Especial Moderna, captados na Declaração de Incheon, de 2015, no Marco de Ação da Educação 2030, de 2016, e, no caso brasileiro, na Base Nacional Comum Curricular, de 2018. Na condição de fontes, a Declaração, o Marco e a Base procedem a jogos de palavras que incidem sobre teorizações políticas, educacionais e curriculares que, desde finais do século XX e início do XXI, priorizam a subjetivação das relações entre indivíduos, sociedades e projetos de escolarização. A composição da subjetivação alicerça-se no indivíduo como ser criativo em potencial, possuidor da subjetividade; trata-se, assim, de um conjunto de características individuais e singulares que, apesar de construídas socialmente, subsidiam certa capacidade singular de julgamento, orientadora das suas escolhas, da sua racionalidade e das tomadas de posições.

Cartografias da Educação Inclusiva na Educação Especial: Produção Científica, Políticas e Práticas

ABSTRACT In this paper, we present a portrait of inclusive education policies in Special Education. We analyze the scientific production, education policies and the current educational reality, considering the 16 years of the National Special Education Policy from the Perspective of Inclusive Education. In methodological terms, we analyzed federal documents and the School Census produced by the National Institute of Educational Studies and Research Anísio Teixeira (INEP), as well as the scientific production of the Revista Brasileira de Educação Especial (RBEE). The findings were compared with qualitative data produced in education networks that are part of the Permanent Special Education Forum from the perspective of Inclusive Education in Baixada e Sul Fluminense, Rio de Janeiro, Brazil. The results indicate a set of challenges in guaranteeing Inclusive Education within the scope of Special Education: setbacks in offering educational support, weaknesses in intersectoral policies/programs, educational inequity and theoretical and practical problems in the conception of Inclusive Education in Special Education.

Funds of knowledge: Towards an asset‐based approach to refugee education and family engagement in England

AbstractThis paper reports findings from a doctoral study that investigated how young refugees and their families encounter England's education system. All children have the right to education in England; however, there are no specific educational policies for young refugees' education. Their invisibility in policy makes it more challenging for them to access appropriate support and contributes to them being portrayed through a deficit‐based lens. Due to limited school–home partnerships, educators may often be unaware that people with ‘refugee’ and ‘asylum seeker’ statuses face various barriers in and outside of school, further disadvantaging them. In this doctoral research, I drew on the concept of funds of knowledge (FofK) to highlight young refugees' and their families' practices and knowledge(s). I conducted a critical ethnography combined with arts‐based activities to investigate young people's and their families' experiences and perspectives of education. Based on the research findings, I argue that families' FofK can be used as resources for teaching and learning and to help overcome deficit‐based views of young learners. An FofK framework may help schools establish young people's and families' expectations, understand their circumstances in England and build deeper school–home partnerships.

Intersectoral collaboration for the development of rural entrepreneurship in Latin America and the Caribbean

In a context where sustainable rural entrepreneurship is gaining increasing importance for the socioeconomic development of Latin America and the Caribbean, this study focused on analyzing the role of intersectoral collaboration as a driver of such development. Through a meticulous qualitative methodology that included document review and descriptive analysis, the dynamics of cooperation between governments, companies, NGOs, and local communities were explored, demonstrating their potential to overcome barriers to rural entrepreneurship. The results highlight the need for specific educational policies, the promotion of gender equality in entrepreneurship, and the importance of innovation and institutional support. It was also shown how these collaborations facilitate the overcoming of obstacles, promote innovation, and enhance socioeconomic development, aligning with the goal of understanding how intersectoral collaboration significantly contributes to sustainable rural entrepreneurship. The most relevant conclusion emphasizes intersectoral collaboration not only as a complement but as an imperative need for the success and sustainability of rural entrepreneurship, opening a wide range of opportunities for development and well-being in the region.

Public policies for regional development in special education: an integrated approach from the Special Education Policy (SEP)

The present study aimed to analyze the impact of public policies in Special Education in Brazil, exploring their role in fostering inclusion and equal opportunities. The methodology used was a literature review, and educational policies such as the National Education Plan (NEP) and the National Guidelines for the Law of Bases of Education (LDB) were also examined, linking them to the promotion of inclusive education. The results obtained indicate that such policies play a crucial role in establishing an equitable educational system, providing a foundation for inclusion and regional development. It is concluded that the continuity and effectiveness of these policies are essential for building a more just and inclusive society.

School principals' leadership styles on implementing inclusive education: the entrepreneurial leadership effect

PurposeThe purpose of this paper is to investigate school principals' leadership styles in Cyprus in relation to students' support for special education needs within the context of inclusive education.Design/methodology/approachThe original type of evidence was qualitative empirical research through the examination of four case studies in school organizations with a high number of students with special education needs. Using the interview protocol, data on school principals' leadership styles were collected from school principals and teachers. The empirical development theory method was used to analyze the data.FindingsThe findings suggest that in the respective school organizations, a combination of all leadership styles can support the desired outcomes of students with special education needs, thereby promoting the inclusive education aspect in school organizations. However, there was a preference for the entrepreneurial leadership style, which connects the external leadership dimension with school principalship.Originality/valueThese findings could assist in shaping a specific educational policy that includes professional development for school principals in entrepreneurship in order to support students with special education needs. Furthermore, the results could be compared to those in other contexts where school principals' leadership styles and practices are promoted in relation to the support of students with special education needs.

Toward a High-Quality System: A Critique of Chinese Special Education Policy Development and the Guidelines for the Evaluation of the Quality of Special Education Schools

Purpose This study reviews the development of special education policies in China and analyzes the major characteristics of policy changes from a critical perspective within specific sociocultural contexts in China. Design/Approach/Methods Interpretations of the newly published Guidelines for the Evaluation of the Quality of Special Education Schools are highlighted to reveal the recent manifestations of policy mandates for special education in China. Findings China accelerated its policy formulation on special education after the 1980s, moving away from a focus on universalization to quality enhancement and a holistic high-quality “special education system” under the mandate of legislation rather than non-binding regulatory recommendations. This policy aims to develop a high-quality system with accountability that responds to global trends toward inclusive education and fulfills local needs in a pragmatic manner. The mandatory approach to appropriate student development indicates that the goals of equitable and high-quality inclusive education have been taken as core evaluation indicators of the provision of special education in China. Originality/Value The paper's findings indicate that future policies need to be more concrete and operational for special education to be implemented effectively.

Meta-analysis of research in childhood education program in the United Arab Emirates

This qualitative study analyses a range of 34 research papers with different topics related to the early childhood education system in the United Arab Emirates (UAE) such as child education content, special education system, policies, language and literacy, learning, professional development and other topics. In view of various research papers in UAE education, the paper explores children’s academic education programs and brings together different studies relating to the educational system in the country using a meta-analysis method. This research aimed to identify the current status of early childhood education in UAE. It also included the challenges that are faced by the early childhood education in the country and the development measure that are applied. At the end, a list of recommendations is listed regarding the six topics covered on the paper.

National special education policy: Scope review protocol

This article presents the protocol for a Scoping Review on the National Special Education Policy through Decree No. 10,502, dated September 30, 2020, which establishes the creation of the National Policy on Special Education: Equitable, Inclusive, and Lifelong Learning, with legal tensions. The aim is to examine the development, scope, and clear understanding of publications in research, seeking answers in the literature about the content of publications in the field of National Special Education Policy from 2020 onwards. This is a qualitative study of a Scoping Review, following the methodology of the Manual for Evidence Synthesis by the Joanna Briggs Institute (JBI). The PCC (Population, Concept, Context) strategy will be used to define the research question and inclusion and exclusion criteria. The search and database selection strategy will be developed with the guidance of a specialist in digital search strategy and will include multiple databases such as Cumulative Index to Nursing and Allied Health Literature (CINAHL), National Library of Medicine (PubMed), SCOPUS, WEB OF SCIENCE, MEDLINE, EMBASE, Scientific Electronic Library Online (SCIELO), and Google Scholar. Descriptors and synonyms will be used according to the Health Sciences Descriptors (DeCS) and Medical Subject Headings (MeSH). This protocol has been registered on the Open Science Framework (OSF) under the DOI: 10.17605/OSF.IO/HJD3C. It is expected that this protocol will contribute to the findings regarding the national policy of Special Education in Brazil.

İşitme Engelli Öğrencilerle Çalışan Öğretmenlerin Mesleki Yeterliliklerine Yönelik Görüşlerinin Değerlendirilmesi

Introduction: Special education policy is based upon integration in Türkiye. Hence, the professional competencies of teachers working with hearing-impaired students in the field of hearing impairments have a prominent role in this policy. This study aims to identify the teacher needs for the teacher competency training program in hearing impairments to be developed for teachers of hearing-impaired students. Method: Qualitative research design was adopted in this study, and the data were collected by semi-structured interview on the professional knowledge and skills teachers need while teaching hearing-impaired students at different levels (primary, secondary, and high school) in the central districts of Sakarya. The data were analyzed by content analysis. Findings: Through the data, the main themes of knowledge about the hearing impaired, communication models and hearing aids, teaching methods and techniques, and academic and professional skills were unfolded. Discussion: In the literature, there are many studies that reveal the necessity and importance of needs analysis in studies to determine and develop teacher competencies and research results that are consistent with the findings of this study. Conclusion and Suggestions: As a result of this research, what teachers with hearing-impaired students state about the education of hearing impaired are as follows: Definitions, classification and developmental characteristics of hearing-impaired children, diagnosis and evaluation processes, educational approaches and program adaptation, individualized education program (IEP) development and implementation, material preparation and educational environments using technology, communication models, hearing aids and assistive technologies, environment adaptation and effective classroom management. In addition, it was found that teachers neither have sufficient knowledge about family education nor find themselves sufficient in issues regarding hearing-impaired students, so they wanted to receive training. Based on the study results, suggestions, such as supporting teachers with pre-service and in-service training and providing them with expert support, were made.

P/CVE national plans and education as strategy to prevent violent extremism: the case of France

ABSTRACT The aim of this article is to provide an in-depth analysis of France’s P/CVE (preventing and countering violent extremism) policies. The analysis begins with an overview of how different types of extremism have evolved in the country over time and focuses on the current extremist panorama today. Subsequently, it investigates the national P/CVE plans, analysing them at all three levels of intervention (primary, secondary and tertiary) and considering the extent to which they mobilise different stakeholders. This section specifically takes into account educational policies in France. The author finds that France is equipped with very thorough, well-structured plans that mobilise an array of stakeholders, act at various levels and contain specific education policies. Nonetheless, the French strategy is still highly discussed from various perspectives, and some of the undertaken policies and measures have not achieved the expected goals.

Identifying engagement and associated factors in nursing students: An exploratory study.

Burnout and engagement in health students surpass work life. Although levels of burnout in Nursing students are high, academic engagement is an understudied topic in Nursing, which has shown benefits. The aims were to know the level of engagement of Nursing students and to identify factors that prompt higher levels of engagement. An exploratory study was conducted during 2019 in three Universities in Spain. The UWES-S-17 questionnaire was used. The sample consisted of 808 Nursing students. An average level of engagement was found. Engagement differed significantly by gender and age, with females and older students showing greater attitudes. Participants in the second year showed lower scores in the willingness to dedicate effort and persistence than those in the first and third year (p<0.05). The identification of the level of engagement and factors involved are an opportunity to probe into this approach by reinforcing positive attitudes in Nursing students. These findings show the need to seek strategies through specific educational interventions and policies. Engagement should be upheld throughout the degree and once they enter the job market to ensure the well-being during academic and future work life, a high-quality nursing care and patient safety.

ACCESSIBILITY FOR PERSONS WITH DISABILITIES IN LIBRARIES: A SURVEY OF UNIVERSITY LIBRARIES IN MUMBAI

Purpose: Disabled population is also a part of our society. Libraries, being public spaces, have a responsibility to ensure that all patrons may utilize their services without encountering any barriers, as required by integrated and inclusive special education policies. The university library serves a diverse population of readers and researchers, making it an essential resource for the dissemination of information and the dissemination of knowledge. Patrons of academic libraries span a wide range of ages, socioeconomic statuses, and degrees of education. The present article assesses and evaluates the provision of universal access in university libraries in Mumbai through a survey of university librarians in Mumbai. Design/methodology/approach: A survey was conducted using Google Forms as well as printed questionnaire for the university librarians in Mumbai. Findings: According to librarian responses, university libraries in Mumbai do not have enough of the necessary access tools, alternative information sources, and learning aids to meet the demands of their students. It has a detrimental effect on the quantity of special users enrolling at universities and their libraries. Originality value: This paper utilizes a survey of Mumbai academic librarians to examine and evaluate the extent to which universal access is provided in Mumbai academic libraries. This study is an integral aspect of a larger investigation of human orientation at Mumbai, Indias university libraries.

Immigrant mothers as advocates: Understanding how Korean immigrant mothers of children with disabilities navigate special education in the USA

Despite a myriad of linguistic and cultural barriers, immigrant parents of children with disabilities in the United States have adopted a variety of advocacy strategies. Drawing upon the frameworks of Community Cultural Wealth and Ecological Systems Theory, this study explores how Korean immigrant mothers of children with disabilities advocate for their children within the special education system in the United States. Seven Korean immigrant mothers participated in semi-structured focus group interviews. The findings reveal that these mothers use various strategies, such as seeking resources, attending training, and engaging with support networks within the Korean immigrant community. They also proactively acquired knowledge of special education policies and sought assistance from legal advocacy groups. However, they face challenges in accessing information due to linguistic barriers and a lack of clear descriptions of their children's rights and available services. They also identified that their intersecting racial, ethnic, cultural, and gender identities contribute to their experiences of discrimination and disadvantage. The study underscores the importance of providing tailored information, enhancing community support, and addressing systemic barriers to empower immigrant mothers within the special education system. Implications for schools, school psychologists, and families are discussed, along with recommendations for future research.

Expanding Law- and Policy-Relevant Discourse Within Special Education Research

The field of special education stems from the efforts of parents, adults and children with disabilities, invested policymakers, and other civil rights advocates within legal and policy forums. Yet, over time, as intervention- and scientific-based research within special education were moved to the forefront, the focus on how special education practices are shaped by law and policy were siloed within academic discourse in special education journals. To better understand the use of legal and policy analysis as a methodology within special education journals, the authors systematically analyzed the submission criteria for the top-10 U.S. -based special education journals. Stemming from these findings, this article argues why it may be necessary to consider expanding the field of special education research to include more peer-reviewed academic journals with a predominant focus on special education and disability law and policy, as an understanding of how law and policy shape the academic and personal lives of students with disabilities and their families remains pertinent. Finally, the article offers a framework for creating new academic journals in this space that may offer opportunities to generate dialogue between academics, practitioners, and policymakers across an interdisciplinary discourse.

Special Education Policy in the United Arab Emirates: Knowledge and Implementation in Ras Al Khaimah

The United Arab Emirates has a bold and progressive special education policy that supports the inclusion of special education students, referred to in this paper as the determined ones and students of determination. The General Rules for the Provision of Special Education Programs and Services, an important policy document for educating students of determination, advocates that the “determined ones” remain in the regular classroom setting whenever possible. This policy paper examines teachers’ knowledge of this inclusion policy as well as their perceptions of other school level inclusion policies. The research undertaken found no significant differences in knowledge or perceptions between and among Ras Al Khaimah teachers placed at government, international, and private schools. However, knowledge about the inclusion policy was low. Additionally, teachers expressed limited confidence that their schools could meet the needs of the “determined ones” in inclusive classrooms. To bridge this gap, the authors discuss recommendations centered on teacher training and how such programs could impact field experiences in inclusive classrooms. Furthermore, suggestions are offered for school-based inclusion policies that can be developed by teams of teachers and school leaders to build teacher knowledge, the national policy, and teacher capacity to meet the educational needs of the “determined ones”.

Right to Read Implies Opportunity to Read

This paper extends discussion of the Ontario Human Rights Commission (OHRC) (2022a, 2022b) report entitled Right to Read, which recommended significant changes to both reading instruction and special education programs aimed at providing equitable opportunities for all children to develop strong reading skills. In a critique of the OHRC report (Cummins, 2022), I endorsed the report’s call for the establishment of an identification and intervention infrastructure to support students who are struggling to develop reading skills. However, I also critiqued the report’s misrepresentation of the strong reading achievements of Ontario students and the scapegoating of “balanced literacy.” Klein (2022) disputed this characterization of the OHRC report, highlighting the important contributions of the report to special education policies. In continuing this dialogue, I argue that the OHRC report has omitted consideration of significant dimensions of literacy acquisition and development that are directly relevant to preventing reading difficulties among Ontario children. Specifically, I argue that beyond the systematic teaching of phonics and other foundational literacy skills, which the OHRC report emphasizes almost exclusively, literacy policies should ensure that all children experience extensive opportunities for literacy socialization, which must involve active engagement with print, in both the preschool and early elementary years.

Veterinary Education and Training on Non-Traditional Companion Animals, Exotic, Zoo, and Wild Animals: Concepts Review and Challenging Perspective on Zoological Medicine.

The role of veterinarians is becoming more significant and necessary to support the welfare and health not only of non-traditional companion animals and wildlife animals, but also of humans and the environment. The importance of the One Health/One World concept and its social impact is increasing significantly, accompanied by the notoriety of new emerging and reemerging zoonoses. This paper aims to review and anchor the main concepts and professional applications of zoological medicine, which has been extensively discussed and adapted in recent decades. In addition, we analyse the main social demands, training, and educational needs and the perception of veterinary professionals relating to this specialised veterinary discipline. Our final goal is to reinforce the use of the term zoological medicine and contribute to highlight the need to foster and underpin specific educational policies and programs on this matter in the veterinary curricula. Zoological medicine should be the appropriate and agreed-upon term in the academic language concerning the veterinary medicine of pets, wild, or zoo species, excluding traditional domestic animals, and integrating the principles of ecology and conservation, applied to both natural and artificial environments. This discipline has suffered an intense evolution covering applications in private clinics, zoos, bioparks, and wildlife. All this implies current and future challenges for the veterinary profession that can only be addressed with greater and better attention from multiple perspectives, especially the education and training of professionals to improve and specialise in their professional scope of services.

Inclusion discourses in contemporary Slovak education policy – From the individual to the community and from right to performance

AbstractThe study on which this article reports sought to explain the complexity of the relationship between inclusion policies and practices in education in Slovakia. Education policy in Slovakia is characterised by an enduring resistance to inclusion practices, despite the presence of humanist inclusion discourses. Accordingly, education policy and practices in Slovakia manifest a conflicting or parallel application of humanist and neoliberal discourses on inclusion. The analysis presented identifies three types of inclusion discourses in Slovak education policy today: (1) general individualised, (2) specified individualised, and (3) neoliberal discourses. Concrete examples are provided of each of the three types of discourses in Slovak education policy, to illustrate specific educational policies in different education sectors. Specific national challenges related to notions of inclusion and the associated paradoxes and differing perceptions of inclusion are discussed. The conclusion highlights the question of whether a truly democratic society can exist without humanistic and inclusive ideals.