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A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis

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Bibliographic Details
Title: A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis
Language: English
Authors: Catherine Voulgarides (ORCID 0000-0002-7649-8058), Alexandra Aylward (ORCID 0000-0003-1321-6778), Natasha Strassfeld (ORCID 0000-0002-8522-2272), Hua-Yu Sebastian Cherng (ORCID 0000-0003-2444-4354), Roey Ahram (ORCID 0000-0003-2738-510X), Allison Firestone (ORCID 0000-0003-0290-1788), Julia Hartwig, Jane Jeong
Source: Grantee Submission. 2025.
Peer Reviewed: Y
Page Count: 43
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A240017
Document Type: Reports - Descriptive
Descriptors: Equal Education, Educational Legislation, Federal Legislation, Students with Disabilities, Special Education, Minority Group Students, Race, Educational Policy, Disproportionate Representation, Policy Analysis, Disability Identification
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act
DOI: 10.1177/07419325251360336
Abstract: Understanding how system-level educational inequities manifest across contexts and over time is critical for informing research, policy, and practice. This paper advances a theoretically grounded, interdisciplinary conceptual framework--the Multilayered Systemic Approach for Policy Analysis (MSAPA)--for research on systemic inequities related to the Individuals with Disabilities Education Act, including its racial disproportionality accountability mechanisms. We define the framework's interdisciplinary theoretical roots, describe its conceptual utility, and apply it to the longstanding issue of racial disproportionality in special education. We provide empirical examples to substantiate the necessity and importance of the framework. Finally, we offer strategies for integrating findings through a mixed methods framework and disseminating results to enhance equity in policy and practice. [This paper will be published in "Remedial and Special Education."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: ED679422
Database: ERIC
Description
Abstract:Understanding how system-level educational inequities manifest across contexts and over time is critical for informing research, policy, and practice. This paper advances a theoretically grounded, interdisciplinary conceptual framework--the Multilayered Systemic Approach for Policy Analysis (MSAPA)--for research on systemic inequities related to the Individuals with Disabilities Education Act, including its racial disproportionality accountability mechanisms. We define the framework's interdisciplinary theoretical roots, describe its conceptual utility, and apply it to the longstanding issue of racial disproportionality in special education. We provide empirical examples to substantiate the necessity and importance of the framework. Finally, we offer strategies for integrating findings through a mixed methods framework and disseminating results to enhance equity in policy and practice. [This paper will be published in "Remedial and Special Education."]
DOI:10.1177/07419325251360336