Special Education Policy and Politics

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: closed (1 November 2021) | Viewed by 13408

Special Issue Editors

Department of Education and Political Science, California State University, Camarillo, CA 93012, USA
Interests: special education policy and politics; interest groups; parent advocacy; issue framing
Faculty of educational sciences, University of Helsinki, 00100 Helsinki, Finland
Interests: special education; autism; higher education; transitions; employability

Special Issue Information

Dear Colleagues,

We invite you to submit a manuscript for consideration for a Special Issue titled “Special Education Policy and Politics”. Our aim is to feature empirical studies and theoretically/conceptually grounded articles that situate special education in a broader policy and political context. While there is a vast empirical literature on special education as an educational intervention or as a social/emotional/psychological phenomenon, this Special Issue will contribute to the existing and emerging knowledge base on the institutional, policy, and political processes and forces that shape how special education is constructed, formalized, and implemented. We define special education broadly by referring to educational systems that serve individuals with disabilities in early childhood settings, schools, other institutions such as those designed for juvenile delinquency, post-secondary education, and higher education.

We invite papers that examine:

  • special education policy formulation;
  • special education policy implementation;
  • political (including advocacy) interests that shape special education policy making processes and implementation;
  • legislative and regulatory processes that underpin special education; or
  • other factors that influence how special education is constructed, formalized, and/or implemented.

These manuscripts can focus on a local region, be national or international in scope, or provide comparative policy perspectives.

Prof. Dr. Tiina Itkonen
Dr. Henri Pesonen
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • special education
  • disability
  • policy
  • politics
  • policy making
  • policy formulation
  • implementation

Published Papers (4 papers)

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Research

19 pages, 283 KiB  
Article
Falling through the Cracks: Deaf New Americans and Their Unsupported Educational Needs
by Michael A. Schwartz, Brent C. Elder, Monu Chhetri and Zenna Preli
Educ. Sci. 2022, 12(1), 35; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12010035 - 07 Jan 2022
Viewed by 2615
Abstract
Members of the Deaf New American community reported they arrived in the United States with no formal education, unable to read or write in their native language, and had zero fluency in English. Efforts to educate them have floundered, and the study aims [...] Read more.
Members of the Deaf New American community reported they arrived in the United States with no formal education, unable to read or write in their native language, and had zero fluency in English. Efforts to educate them have floundered, and the study aims to find out why and how to fix the problem. Interviews of eight Deaf New Americans yielded rich data that demonstrates how education policy in the form of the Individuals with Disabilities Education Act (IDEA) and other laws fail to address their needs, because these laws do not include them in their coverage. The study’s main findings are the deleterious effect of the home country’s failure to educate their Deaf citizens, America’s failure to provide accessible and effective instruction, and the combined effect of these institutional failures on the ability of Deaf New Americans to master English and find gainful employment. This article is an argument for a change in education policy that recognizes the unique nature of this community and provides for a role of Deaf educators in teaching Deaf New Americans. Full article
(This article belongs to the Special Issue Special Education Policy and Politics)
13 pages, 240 KiB  
Article
Provision of a Free and Appropriate Public Education in an Adult Jail during COVID-19: The Case of Charles H. et al. v. District of Columbia et al.
by Joseph Calvin Gagnon and Amanda Ross Benedick
Educ. Sci. 2021, 11(12), 767; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11120767 - 29 Nov 2021
Cited by 3 | Viewed by 1782
Abstract
COVID-19 has engendered serious challenges with the provision of special education services for youth and young adults incarcerated in U.S. adult correctional facilities. This article describes the recent lawsuit, Charles H. et al. v. District of Columbia et al., which focused on the [...] Read more.
COVID-19 has engendered serious challenges with the provision of special education services for youth and young adults incarcerated in U.S. adult correctional facilities. This article describes the recent lawsuit, Charles H. et al. v. District of Columbia et al., which focused on the lack of a free and appropriate public education (FAPE) at the Inspiring Youth Program (IYP) school in the Washington DC jail during the pandemic. Following a brief review of relevant components of the Individuals with Disabilities Education Act (2006) regulations, we describe the three areas in which there were violations to the provision of IDEA and FAPE, as well as the harm incurred. Specifically, we discuss the lack of: (a) instruction and monitoring of youth academic progress; (b) related services (i.e., behavioral interventions and supports, counseling); and (c) DC public schools Office of the State Superintendent of Education (OSSE) supervision and oversight. Finally, we provide a discussion of the need for compensatory education to remediate harm. Full article
(This article belongs to the Special Issue Special Education Policy and Politics)
11 pages, 740 KiB  
Article
The 21st Century Reforms (Re)Shaping the Education Policy of Inclusive and Special Education in Finland
by Raisa Ahtiainen, Jonna Pulkkinen and Markku Jahnukainen
Educ. Sci. 2021, 11(11), 750; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110750 - 19 Nov 2021
Cited by 5 | Viewed by 4955
Abstract
In recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based [...] Read more.
In recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based on earlier literature, legislation, and administrative documents, we provide a background for Finnish education policy and special education reforms. The focus of this article is on the description of parallel reforms targeting the re-structuring of the systems around support for students and funding of education in the 2010s. We discuss the processes leading to these reforms and the reforms themselves. In addition, we discuss their implications for the organization of the tiered support system. Finally, we highlight some challenges of reform implementation and the current education policy’s movements towards inclusive education. Full article
(This article belongs to the Special Issue Special Education Policy and Politics)
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14 pages, 258 KiB  
Article
Exploring Feelings of Worry and Sources of Stress during COVID-19 Pandemic among Parents of Children with Disability: A Sample from Arab Countries
by Faisal Abdelfattah, Ahmad Rababah, Ibrahim Alqaryouti, Zaidan Alsartawi, Dareen Khlaifat and Abdullah Awamleh
Educ. Sci. 2021, 11(5), 216; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11050216 - 04 May 2021
Cited by 18 | Viewed by 2966
Abstract
The study sought to explore feelings of worry and sources of stress-affected parents of children with disabilities, as well as describing the negative feelings and how resources helped them overcome stress due to the outbreak of the Coronavirus. Furthermore, we sought to assess [...] Read more.
The study sought to explore feelings of worry and sources of stress-affected parents of children with disabilities, as well as describing the negative feelings and how resources helped them overcome stress due to the outbreak of the Coronavirus. Furthermore, we sought to assess the level of general satisfaction with the services they have obtained remotely. Methodology: A sample of 623 parents of children with disabilities filled out an electronic self-report questionnaire during the period June 4th to June 20th, 2020. Results: The parents reported a high level of worry regarding the possibility of their child getting infected. Parents continue to worry about losing their child’s care and treatment. Parents who hold a bachelor’s degree feel the sources of stress at a higher level compared to parents with lower than high school education. A proportion of 59% of parents reported not receiving services from special education centers during the pandemic, and 41% of parents were satisfied with the services provided by the center of special education. Parents with a bachelor’s degree or higher were less satisfied with the center’s services. Parents with a higher qualification than secondary school use several sources to overcome the pressure associated with educating a child with a disability. Conclusion: Mental health fears were associated with pandemic restrictions. The study recommends special education centers implement strategies that support parents with special education children. Full article
(This article belongs to the Special Issue Special Education Policy and Politics)
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