A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis
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| Title: | A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis |
|---|---|
| Language: | English |
| Authors: | Catherine Voulgarides (ORCID |
| 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 |
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