Special Education Policy Research Articles

The Political Education and Enlightenment of Thomas Hobbes

As one of the first political thinkers of the modern era, Thomas Hobbes relied on his analysis of the Civil War in England to reach the conclusion that the sovereign should empower its delegates to implement a special educational policy designed to inculcate the nobility and lower classes with allegiance to the state. One of the main features of Hobbes’s program was that the sovereign power should oversee the institutions of knowledge to make sure they would not disseminate ideas that might subvert the authority of the sovereign. An equally important aspect of Hobbes’s educational design was the control of secular sovereignty over ecclesiastical institutions to ensure their loyalty to the sovereign. Hobbes assigns a special role to the English universities in his recommendations. In his historical treatise Behemoth or the Long Parliament, Hobbes places the lion’s share of the blame for the English Civil War on the universities, which he said “have been to this nation, as the wooden horse was to the Trojans.” That is why the new sovereign power after winning the Civil War needed to encourage civil peace by reforming the universities, which were “the core of rebellion.” Hobbes regarded the political doctrine of the secular sovereign’s unlimited power that he expounded in detail in Leviathan as the absolutely necessary foundation for reform. According to Hobbes, this educational policy was indispensable for indoctrinating citizens so that they would be loyal to the sovereign power in order to preserve peace in England.

포커스 그룹 면담을 통한 특수교사와 학부모의 특수교육정책에 대한 인식 연구: 경기도를 중심으로

포커스 그룹 면담을 통한 특수교사와 학부모의 특수교육정책에 대한 인식 연구: 경기도를 중심으로

School, ethnicity and nation-building in post-colonial Myanmar

Drawing on concepts of ethnicity and ethnic nationalism, this paper seeks to analyze the reasons and extent to which school education has been utilized to define the newborn nation. This will be done through an analysis of Myanmar’s political history and, subsequently, through an examination of specific educational policies and practices such as the introduction of a one-language policy, standardized curriculum and textbooks and teacher-centered pedagogies that have deliberately been used in the attempt to assimilate rather than integrate Myanmar’s ethnic diversity. The second part of the paper will address the nature and dynamics of decades of identity-based conflicts arguing that the “ethnicization”of the education system in favour of the Bamar majority has not only acted as a catalyst for the perpetuation of violence exacerbating divisions along civil-military lines but has reinforced ethno-linguistic identities through the use of education as a tool of resistance, with critical implications for social cohesion, tolerance for diversity and the overall future of the country.

Intelligence and the Individuals with Disabilities Education Act.

One of the stated purposes of this Special Issue is to “discuss when and why intelligence has disappeared” in education. In this paper, I argue that intelligence is still heavily involved in public education in the United States due to the Individuals with Disabilities Education Act. Moreover, due to several factors, including high-profile court cases, intelligence tests are legally used in an inconsistent manner in special education decision-making throughout the U.S. These cases illustrate the complex issues surrounding the psychometric properties of intelligence tests, historical conflicts surrounding racial equity, differences in federal versus state policies, and methodological concerns surrounding special education policies are discussed.

INCLUSÃO DE ESTUDANTES PÚBLICO-ALVO DA EDUCAÇÃO ESPECIAL NOS INSTITUTOS FEDERAIS BRASILEIROS:

ABSTRACT: This paper aims to carry out a bibliographic review of research that investigated the inclusion of target students of Special Education (PAEE) in the Brazilian Federal Institutes of Education, Science and Technology (IF), published from 2013 to 2018, in the Bank. Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (BTD / CAPES), in order to understand how the special education policies are being implemented in these institutes. As methodology, a survey was carried out in BTD / CAPES with the following descriptors: Professional Education, Inclusion and Special Education. After reading the title, repeated works that had no direct relationship with the theme were excluded. After reading the summaries of the localized researches, a total of 27 papers were obtained: 23 dissertations and 04 theses. As a result, it is noteworthy that the most researched theme was the theme about the conditions of access, permanence and accessibility (N = 13), followed by the theme Conceptions / representations about inclusion (N = 6). Among the main results of the research is the advance with the expansion of accessibility in the entrance exams. On the other hand, FIs face many difficulties in implementing special education policies, such as lack of qualified human resources, financial resources and the presence of attitudinal barriers

‘We’re asking teachers to do more with less': perspectives on least restrictive environment implementation in physical education

ABSTRACT The current practice of the least restrictive environment (LRE) policy in physical education (PE) settings is not well understood. The purpose of this study was to explore how PE and adapted physical education (APE) teachers make placement decisions and what factors impact those practices. Qualitative data were collected via survey and follow-up interviews with 78 (30 PE, 48 APE) and 12 (five PE, seven APE) teachers, respectively. Through a qualitative description design, four themes emerged: (a) the importance and pitfalls of teacher education, (b) APE teachers involved, PE teachers not, (c) lack of resources challenge LRE implementation and (d) demanding duties exacerbated by perceived marginalization. Findings suggest that the teacher education programs did not provide enough real-world experience in making LRE decisions. Further, PE and APE teachers felt that marginalization prevented the appropriate practice of the special education policy.

ADAPTAR, ADEQUAR, DIFERENCIAR: reflexões a partir das políticas curriculares para o público-alvo da Educação Especial

O presente artigo tem como objetivo investigar como no conjunto de documentos que estamos nomeando como políticas curriculares, especialmente cinco textos curriculares criados pós Política Nacional de Educação Especial na perspectiva da Educação Inclusiva, em 2008, vêm evidenciando movimentos curriculares como adaptação, adequação ou diferenciação curricular como formas de inclusão do público-alvo da Educação Especial. O desenvolvimento metodológico deste trabalho deu-se por meio de pesquisa documental, investigando-se alguns dos textos políticos se referem a estes movimentos e que advogam na defesa de um determinado termo como processo de inclusão. Esta pesquisa fez parte do projeto intitulado “Escolarização de alunos com deficiência intelectual: políticas públicas, processos cognitivos e avaliação da aprendizagem” que procurou investigar as formas de escolarização dos alunos com deficiência intelectual inseridos na sala de aula regular e no Atendimento Educacional Especializado. Essa discussão, portanto, é um aprofundamento de questões curriculares presentes no projeto. A análise das políticas curriculares realizadas neste artigo identificou que poucas são as evidências dos movimentos curriculares de adaptação, flexibilização e/ou diferenciação curricular como possibilidades para a inclusão dos alunos público-alvo da Educação Especial. De acordo com a leitura atenta, por meio das políticas curriculares pesquisadas, os tipos de movimentos curriculares aqui conceituados não são representados como formas efetivas de possibilidade de trabalho pedagógico para o público-alvo da Educação Especial.

Em tempos de guerra e de paz: a Educação Especial em Angola

Este estudo investiga a construção das políticas educacionais voltadas à Educação Especial no Sistema Educacional de Ensino (SEE) angolano. A análise parte da inexistência dessa política desde o regime colonial às iniciativas constituídas a partir da independência do país tanto nos períodos de guerra civil como em tempos de paz. Analisa-se a trajetória do ensino especial tendo por fonte os documentos oficiais do governo angolano com o intuito de identificar os significados das formulações em relação à conjuntura política e econômica nos diferentes momentos da história do país. Metodologicamente, trata-se de pesquisa qualitativa, na qual os documentos oficiais são analisados sob a ótica da análise crítica do discurso. A temática do ensino especial foi contemplada no âmbito dos aspectos normativos institucionais durante a I e a II República, caracterizando marcos históricos à compreensão dos rumos da Educação Especial. Contudo, o desenvolvimento educacional em meio à instabilidade política e econômica devido à guerra civil fragilizou a implementação das políticas de Educação Especial. Com a instauração da paz, o governo angolano investiu na elaboração e aprovação de documentos e legislações voltados ao ensino especial e registrou, nos doze anos do pós-guerra (2002-2014), um aumento expressivo de 284% dos alunos da Educação Especial matriculados. Pode-se afirmar que a efetiva implementação da Educação Especial ocorre com o fim da guerra civil, com a formação de professores, com a aprovação de políticas públicas e a influência advinda de parcerias com as agências das Nações Unidas, além de cooperações técnicas com o chamado Sul Global.

Alunos com autismo na escola comum: eis a questão

Questions about students with autism have been discussed for over 60 years, but school education still has much to do for them. In search of the pertinent elucidations on this subject, we tried to understand the students with autism and the difficulties that surround the school. Thus, this bibliographic study was conducted with its timeframe of fourteen publications in books and periodicals from 2009, since in 2008 the implementation of the Special Education policy in the inclusive perspective. We briefly study the historical trajectory and present the existing contributions on the subject, clarifying the obstacles pointed out by scholars and researchers to include the student with autism in the common school, emphasizing the obstacles and what can be done to solve this issue. In the revisited and investigated bibliography, we find important information and guidelines involving: the change of conception of school curricula; the need for continuing teacher education; understanding the student profile with ASD; the organization of faculty differently, involving teachers and school support.

Special Education as Neoliberal Property: The Racecraft, Biopolitics, and Immunization of Disability

Through the juxtaposition of 2 recent Supreme Court actions—Allston v. Lower Merion County School District (2015) and Endrew F. v. Douglas County School District (2017)—this article argues that special education is a neoliberal property that works to recruit disability through scientific-juridical qualifications of educational life that are more likely to be available for White students who have essentialized disabilities than students of color who are ascribed disability labels. This thesis draws from a variety of theoretical perspectives—including, racecraft, biopolitics, and immunization—to formulate a crip reading of present special education policy. Although critiquing overrepresentation and disproportionality, this article also suggests a way of dialectically attenting to the uses of disability labeling toward the reciprocal production of pathological ableism and biopolitical racism. Moving from a racecraft of disability labeling to a biopolitics of special education, this article concludes by arguing that Whiteness recruits disability into its self-enclosed and propertied boundaries with the effect that educational life is contractually immunized against communal obligations to human difference. James Baldwin’s (1963/1998), “A Talk to Teachers,” critically inflects this conclusion and also motivates the article’s analytical excursion into the troubling nexus of special education policy, neoliberalism, and Whiteness.

Contributors

Previous articleNext article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreMark Anthony Hoffman is assistant professor of sociology at Stanford University. His research uses computational methods to understand how language, identity, and social structure have changed in England and the United States over the past 300 years. He received his Ph.D. from Columbia University in 2019.Sanaz Mobasseri is assistant professor of management and organizations and (by courtesy) sociology at Boston University. Her research investigates race and gender inequalities in organizations using field experimental and computational methods. She earned her Ph.D. at the University of California, Berkeley’s Haas School of Business.Mary C. Brinton is the Reischauer Institute Professor of Sociology and the director of the Reischauer Institute of Japanese Studies at Harvard University. Her current research focuses on the determinants of historically low birth rates in the postindustrial world, with particular attention to the role played by gender inequality.Eunsil Oh is assistant professor in the Department of Sociology at the University of Wisconsin–Madison. She holds a Ph.D. in sociology from Harvard University and her research focuses on gender, work, and family. Using comparative lens, her current projects explore how labor markets, welfare systems, and gender norms shape individual- and couple-level understandings of work and family.Christine Leibbrand is a Ph.D. candidate in the Department of Sociology at the University of Washington. Her research focuses on internal migration within the United States, segregation, neighborhood attainment, and racial/ethnic stratification. She has published several journal articles, including “The Legacy of the PSID in Understanding Patterns of Migration and Residential Mobility” (with Kyle Crowder).Catherine Massey is a senior economist at Welch Consulting’s Bryan Texas office. Prior to joining Welch Consulting, she was assistant research scientist in the Population Studies Center at the University of Michigan’s Institute for Social Research. While at the University of Michigan, she conducted research on record linkage and data quality, as well as research on intergenerational contributors to inequality and outcomes of the Great Migration.J. Trent Alexander is the associate director of the Inter-university Consortium for Political and Social Research and a research professor in the Institute for Social Research at the University of Michigan. His research focuses on historical demography, record linkage, and large-scale data infrastructure.Stewart Tolnay is S. Frank Miyamoto Professor Emeritus of Sociology at the University of Washington. His research has focused on the history of racial violence in the American South and the Great Migration of southerners to the North and West. He is the author of The Bottom Rung: African American Family Life on Southern Farms (University of Illinois Press, 1999) and a coauthor with E. M. Beck of A Festival of Violence: An Analysis of Southern Lynchings, 1882 to 1930 (University of Illinois Press, 1995).Argun Saatcioglu is associate professor of education (ELPS) and (by courtesy) sociology at the University of Kansas. He studies racial/ethnic and class inequalities in K–12 education, school responses to equity initiatives, and the broader politics of educational policy and governance.Thomas M. Skrtic is the Williamson Family Distinguished Professor of Special Education at the University of Kansas. His research interests include disability, race, and class inequalities in school and society, education and special education policy and politics, and critical policy inquiry. Previous articleNext article DetailsFiguresReferencesCited by American Journal of Sociology Volume 125, Number 1July 2019 Article DOIhttps://doi.org/10.1086/704720 © 2019 by The University of Chicago. All rights reserved.PDF download Crossref reports no articles citing this article.

경기도 특수교육정책에 대한 특수교사와 학부모의 인식 및 만족도에 대한 연구

경기도 특수교육정책에 대한 특수교사와 학부모의 인식 및 만족도에 대한 연구

Cooper 등의 다차원 정책분석모형을 활용한 특수교육정책 분석: 경기특수교육정책계획을 중심으로

Cooper 등의 다차원 정책분석모형을 활용한 특수교육정책 분석: 경기특수교육정책계획을 중심으로

Gestão e organização da política de educação especial em um município amazonense de grande porte

Mesmo com ampla legislação vigente que assegura uma escola para todos, os sistemas de ensino ainda apresentam dificuldades para o atendimento aos estudantes com deficiência. O presente estudo objetivou descrever e analisar a gestão e a organização da política de Educação Especial em um município amazonense de grande porte. Trata-se de um estudo descritivo-analítico, do qual participaram quatro professores e um representante da Gerência de Educação Especial. Os dados foram coletados por meio de roteiros semiestruturados de entrevista e um Protocolo para Análise Documental de Políticas Públicas em Educação Especial. Os dados apontaram para a necessidade de revisão dos processos de gestão e organização da política municipal de Educação Especial, bem como os inúmeros desafios para a efetivação do processo de inclusão escolar dos estudantes público-alvo da Educação Especial na capital amazonense.

Teacher perceptions of implementation practices to support secondary students in special education

Special education teachers’ practice is influenced by an understanding of special education policy and knowledge of implementation practice. This study examined the perceptions of nine special education teachers related to their interpretation of assessment, progress monitoring, and transition mandates in a large urban district. Qualitative methods included a constant comparative approach to coding of teachers’ open-ended interview data. The themes that emerged in this study highlight ways in which teachers’ determine student needs, provide student supports and services, and how they navigate the implementation of supports through collaboration and partnerships. Understanding teachers’ perceptions and navigation of policy requirements to meet students’ diverse needs provides insight to contextualize implementation decisions and provide examples for practice. Implications of these findings for practice are addressed.

A relação público/privado nas políticas de educação especial no período ditatorial no Brasil (1964-1985)

Este artigo tem por objetivo analisar a relação entre o público e o privado nas políticas de educação especial no Brasil durante o período da ditadura civil-militar (1964-1985), na medida em que parte do princípio de que, apesar dos avanços que as instituições privado-filantrópicas de educação especial obtiveram no período anterior (1945 a 1963), foi durante o regime ditatorial que as instituições especializadas da educação especial receberam incentivos que possibilitaram a sua disseminação pelo território nacional, assim como ampliaram sua influência sobre as políticas nacionais de educação especial. Por meio de análise documental, pudemos detalhar e analisar processos pouco conhecidos desta relação, envolvendo o financiamento público obtido e as influências políticas que essas entidades exerceram nesse período.

High School Teachers’ Sense-Making of Response to Intervention: A Critical Practice Analysis

Response to intervention (RtI) is touted as an equity-focused provision of special education policy that holds promise for reducing overrepresentation and providing academic opportunities for culturally and linguistically diverse (CLD) students. However, teachers working to implement RtI have encountered complex challenges that stifle equitable outcomes. Employing the zone of mediation (ZOM) as the critical practice analysis framework, this qualitative study examined six high school teachers’ sense-making and engagement within an RtI framework, with specific attention to their data-based decision making (DbDM) for CLD students. We used an inductive analysis approach and developed three themes: (a) limited understanding, training, and support; (b) top-down accountability pressures; and (c) deficit views on student performance. These findings situated within the ZOM framework underscore complexities that render the promise of equity for CLD students impotent within an RtI model.

Developing Effective Advocates during Doctoral Preparation: An Examination of Federal-Level Special Education Policy Internships

It is critically important for leadership personnel in special education to develop knowledge and skills in policy and advocacy. The Pew Charitable Trust initiated a survey to uncover resources and experiences impacting doctoral-level preparation at institutes of higher education. Results indicated that fewer than 30 percent of doctoral students were provided the opportunity for an internship experience. Thus, a large university located in the southeast United States created an internshipexperience reflective of current policies and trends within the field of special education. This article discusses interns’ responsibilities with reference to policy and politics, opportunities for mentorship, the development of personal contacts and networking, and the impact of each experience on the intern’s future role in special education teacher education and advocacy.

Educação infantil e educação especial: entre as fronteiras do favor e do direito de todos às condições de cidadania

This text intends to reflect on the existing boundaries between favor and the achievements towards the right to public education of socially referenced quality, focused on the education of children from 2008 to 2018, arising from the Special Education Policy from the perspective of Inclusive Education. It was intended to understand such as special education in the context of inclusive education, has been established as an educational policy in the first stage of basic education and to identify the principles, concepts and services of special education focused on this stage of basic education. It is the result of an exploratory, bibliographical study. It was understood that there is an articulation of the principles and concepts of special education in the documents and actions developed by the State in early childhood education. It emphasizes the institutionalization of public-private partnerships, as a way of returning and maintaining favor to the detriment of the right to education of all citizenship conditions, a warning signal for educators.

A política de educação inclusiva e o futuro das instituições especializadas no Brasil

O presente artigo trata-se de um ensaio teórico que compilou uma análise histórica da política de Educação Especial no Brasil, enfatizando as mudanças produzidas a partir do ano 2.000, tendo em vista a radicalização da perspectiva de inclusão escolar. Desde então este campo tem passado por fortes tensões entre aqueles que apontam para a necessidade de escolarizar todos os alunos do Público Alvo da Educação Especial nas escolas comuns e outros que recomendam uma aproximação mais cautelosa, pautada em análises empíricas e em considerações históricas. No cerne deste debate, encontra-se a decisão do que fazer com as tradicionais instituições especializadas do setor e, neste sentido, as propostas foram desde a extinção para impedir a segregação, passando também pela recomendação de sua reconfiguração como serviço de apoio à escolarização inclusiva - tendência predominante na atual política, até as que defenderam sua manutenção. No presente trabalho, analisou-se tais possibilidades, considerando argumentos históricos, legais, políticos, pragmáticos e científicos para, ao final, concluir que elas deveriam ser reconfiguradas, não como centros de apoio, mas como escolas especiais propriamente dita, fazendo parte de uma rede diversificada de serviços articulados para apoiar as necessidades dos determinados estudantes do Público Alvo da Educação Especial.