{"title":"A Case for Systems Change in Special Education","authors":"Julie Taylor, W. Sailor","doi":"10.1177/07419325231181385","DOIUrl":null,"url":null,"abstract":"With this position paper, we advance the case for reformation of special education law and praxis. These have undergone mostly incremental changes over the five decades since their inception despite a substantial body of evidence amassed over this period, which points to a major gap between extant policy and praxis, and contemporary cultural ethos and mindset of stakeholders engaged in the mission of special education. We review evidence supporting the need for change, with a particular focus on the continuing practice of segregating students with complex educational support needs. We examine this practice’s contributions to ongoing racial segregation within special education, including intersectionality. We consider the inclusion movement and reasons for its failure to rectify problems with implementing the least restrictive environment mandate in current law. Furthermore, we discuss the importance of mindset and nomenclature as they pertain to students with support needs in considering reformation. Finally, we review relevant theories of systems change and their potential contributions to the process of reformation. We conclude with a suggestion that alternatives to the next reauthorization of the Individuals with Disabilities Education Act (IDEA) be considered in the public policy arena, including a possible conversion of policy and funding to a Title program as one option.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Remedial and Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07419325231181385","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
With this position paper, we advance the case for reformation of special education law and praxis. These have undergone mostly incremental changes over the five decades since their inception despite a substantial body of evidence amassed over this period, which points to a major gap between extant policy and praxis, and contemporary cultural ethos and mindset of stakeholders engaged in the mission of special education. We review evidence supporting the need for change, with a particular focus on the continuing practice of segregating students with complex educational support needs. We examine this practice’s contributions to ongoing racial segregation within special education, including intersectionality. We consider the inclusion movement and reasons for its failure to rectify problems with implementing the least restrictive environment mandate in current law. Furthermore, we discuss the importance of mindset and nomenclature as they pertain to students with support needs in considering reformation. Finally, we review relevant theories of systems change and their potential contributions to the process of reformation. We conclude with a suggestion that alternatives to the next reauthorization of the Individuals with Disabilities Education Act (IDEA) be considered in the public policy arena, including a possible conversion of policy and funding to a Title program as one option.
期刊介绍:
Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.