The Relation between the Individuals with Disabilities Education Act and Special Education Research: A Systematic Review

Autor/inn/en	Lewis, Maria M.; Burke, Megan M.; Decker, Janet R.
Titel	The Relation between the Individuals with Disabilities Education Act and Special Education Research: A Systematic Review
Quelle	In: American Journal of Education, 127 (2021) 3, S.345-368 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/713825
Schlagwörter	Equal Education; Students with Disabilities; Federal Legislation; Educational Legislation; Special Education; Educational Research; Journal Articles; Periodicals; Compliance (Legal); Correlation + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Bildungsrecht; Schulgesetz; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsforschung; Pädagogische Forschung; Journal article; Zeitschriftenaufsatz; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Korrelation
Abstract	Because the Individuals with Disabilities Education Act (IDEA) delineates much of the substantive and procedural dimensions of special education practice, it seems logical that IDEA should be an integral part of special education research. Yet, to what extent do special education researchers discuss IDEA? In this study, we systematically reviewed every article published in a 10-year time frame in three special education journals (N = 887). Only 23.1% of the articles had explicit implications for IDEA. Most implications were tied to the compliance of IDEA as opposed to how IDEA could be improved. The disconnect between research and law has significant implications for research, policy, and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01