Speaking With, Not for: Methods for Centering Student Voice in Special Education Research

IF 1.8 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2026-06-08 DOI:10.1177/07419325261454872

Sarah A. Rosati, Zach Rossetti, María Virginia Giani

引用次数: 0

Abstract

Elevating student voice is a critical need in the design, implementation, and dissemination of special education research. Centering student voice in special education research would increase opportunities for students with dis/abilities to act as causal agents in their own lives, yet students with dis/abilities are largely excluded from the student voice movement. In this paper, we operationalize a student voice orientation for pre-kindergarten through 12th-grade (PK–12) special education research, describe five methodological strategies for adopting a student voice orientation in PK–12 special education research, and discuss barriers to doing so. Each methodological strategy includes examples from selected prior studies drawing on a range of methods and methodologies. Our goal is that all PK–12 special education researchers consider and begin to adopt a student voice orientation in their work.

查看原文本刊更多论文

用，不为：特殊教育研究中集中学生声音的方法

提高学生的发言权是特殊教育研究的设计、实施和传播的关键需求。将学生的声音集中在特殊教育研究中，可以增加残疾学生在自己的生活中扮演因果角色的机会，但残疾学生在很大程度上被排除在学生声音运动之外。在本文中，我们从学前班到12年级（PK-12）的特殊教育研究中实施了学生语音导向，描述了在PK-12特殊教育研究中采用学生语音导向的五种方法策略，并讨论了这样做的障碍。每一种方法学策略都包括从选定的先前研究中借鉴一系列方法和方法学的例子。我们的目标是所有的PK-12特殊教育研究人员考虑并开始在他们的工作中采用学生的声音导向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

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.