Special Education Policy Research Articles

How the Engagement of High-Profile Partisan Officials Affects Education Politics, Public Opinion, and Polarization

Abstract What happens to public opinion when prominent partisan officials intervene in education policy debates? We analyzed the results of 18 survey experiments conducted between 2009 and 2021 with nationally representative samples of U.S. adults. In each experiment, some respondents were randomly assigned to receive the current U.S. president's position on a specific education policy before all respondents were asked to indicate their support or opposition to that policy. Our results indicated that the engagement of high-profile partisan officials typically did little to move public opinion in the direction of the cue-giver's preferred policies. Instead, the chief consequence was increased polarization among the public along partisan lines. A key exception applied to endorsements of policies that diverged from the traditional position of the cue-giver's own party, which tended to shift aggregate public opinion modestly in favor of those policies. Such cross-party cues also had nontrivial de-polarizing consequences.

Special education in tumultuous times: Jewish and Arab parents’ perceptions of services during COVID-19

ABSTRACT The COVID-19 pandemic that began in early 2020 posed significant challenges for the inclusion of pupils with disabilities. This study examined parent perceptions of inclusion practices during this period by collecting responses from 124 parents in Israel (61 Jews and 63 Arabs) through questionnaires. The findings indicate that Jewish and Arab parents had different experiences under the same special education policies. Differences in evaluations of services reflect the communitarian nature of the Arab population, while dissatisfaction among Jewish parents indicates more individualistic tendencies. Technical difficulties with online learning were reported only by Arab parents, highlighting challenges related to poorer infrastructure and lower socioeconomic status in Arab communities. Overall, the pandemic exposed disparities within Israeli society that policymakers should address to improve future educational practices and support for children with disabilities.

Quantitative Evaluation of Macao’s Education Policy: A PMC Index Modeling Approach Incorporating Text Mining

The education policy of the Macao Special Administrative Region is a driving factor in the investment of educational resources and the construction of a comprehensive education system. At the same time, the Macao Special Administrative Region Government closely integrates its education policy with the overall national development strategy, focuses on the training of teachers with a strong sense of national responsibility, and attaches importance to the needs of young people in national education, information technology education, and vocational education. Taking the policy addresses of the Macau Special Administrative Region over the past 25 years as the research sample, this study pioneered the use of policy modeling consistency index modeling combined with text mining to construct an evaluation system featuring the development of education policies. This approach provides a more in-depth quantitative analysis of the evolution and effectiveness of specific education policies. The results show that the MSAR has made significant progress in strengthening educational resources and aligning educational goals with national priorities. However, there is still room for improvement in areas such as information technology and vocational training. Based on this, the study recommends that these areas be targeted for strengthening, providing a reference basis for the future formulation or adjustment of existing education policies.

INTERGENERATIONAL CONNECTIONS IN THE SCHOOL ENVIRONMENT: REFLECTIONS ON THE DEVELOPMENT OF SKILLS FOR THE 21ST CENTURY

This study investigated the role of intergenerational connections in the school environment and their impact on the development of essential skills for the 21st century, such as communication, cooperation, critical thinking, and problem-solving. Based on a qualitative analysis carried out in projects at the University of Maturity, at the Federal University of Tocantins (UMA/UFT), the research examined how interactions between different generations contributed to strengthening students’ socio-emotional skills. The results indicated that the presence of older generations in schools promoted the sharing of experiences, the building of social bonds, and the development of a sense of belonging among participants. However, the study identified obstacles that hindered the implementation of these practices, such as the lack of preparation of educators and the absence of specific educational policies. Thus, it was suggested that the adoption of continuing education policies for teachers and institutional support were essential for intergenerational interactions to become an integral part of the school curriculum. It was concluded that well-planned intergenerational practices could significantly enrich the teaching-learning process and prepare students to act ethically and responsibly in an increasingly diverse and complex society.

Family Quality of Life and Psychological Health Factors among Parents with Intellectually Disable Children; The Influence of Parenting Self-efficacy

Parents have to face obstacles in handling the challenging behaviors linked to the children with intellectual disability (ID) while a lack of understanding regarding ID limits their capacity to deliver ongoing care and assistance for these children's physical, emotional, psychological, and social growth. This insufficient knowledge of parents among ID children also influence their own pyschological health negatively which ultimately leads them towards low family quality of life. This situation is being worsened day by day in the world generally and in Pakistan particularly wherein overall 371,834 children bear different types of disabilities including intellectual disability (31,915) while majority of researches in Pakistan focuses on other disorders and a few researches are done on intellectual disability. Thus, this study was designed to determine the family quality of life and psychological health factors among parents with intellectually disabled children as well as the influence of parenting self-efficacy. For this purpose, primary data of 306 parents of intellectually disabled children (7-18 years old) was collected from 4 special education schools and one children’s hospital, Multan and Bahawalpur (Southern-Punjab) Pakistan. The collected data was analyzed in SmartPLS through PLS (SEM) technique. PLS (SEM) results show that psychological distress has large, negative and significant impact on family quality of life and parenting self-efficacy while parenting self–efficacy has large, positive and significant impact on family quality of life. Additionally, parenting self-efficacy significantly fully mediate the relationship between psychological distress and family quality of life. Findings of this study emphasize to draw the attention of parents, teachers, special education departments, policy makers and healthcare providers towards social, psychological, physical, educational and financial issues among the parents of intellectually disabled children for taking immediate supporting measures.

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: , , , ;

The experiences of Black African parents on partnership: Working with education professionals in the English special education needs and disability system

Reforms to special education policy in England have emphasised the importance of parents being involved in decision-making about their child’s education and greater control over their child’s support. This study’s research questions investigated four Black African parents of children with special educational needs and disability (SEND) living in England and their experiences of working in partnership with education professionals to support their children, as well as exploring the barriers to effective partnership between Black African parents and education professionals. A critical approach was taken to understand how issues of power such as race and socio-economic status, combined with the parents own African culture, affected their interactions with education professionals who hold an entirely different contextual disposition. The parents took part in semi-structured interviews which were thematically analysed. Three overarching themes were identified: Communication (which focused on issues such as language, articulation and communication styles ); cultural barriers (which encompassed the cultural differences between the parents and the education professionals) ; and the parent-professional relationship (which was key for the parents to navigate the SEND system). Recommendations for practice such as professionals building more trust with parents, engaging more with cultural competency training and evaluating the accessibility of their current services are discussed.

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.