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

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

American Journal of Education Pub Date : 2021-04-16 DOI:10.1086/713825

Marian Lewis, Megan M. Burke, Janet R. Decker

引用次数: 1

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.

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《残疾人教育法》与特殊教育研究的关系——系统综述

由于《残疾人教育法》（IDEA）规定了特殊教育实践的许多实质和程序层面，因此，IDEA应该成为特殊教育研究的一个组成部分似乎是合乎逻辑的。然而，特殊教育研究人员在多大程度上讨论IDEA？在这项研究中，我们系统地回顾了在10年时间内发表在三本特殊教育期刊上的每一篇文章（N=887）。只有23.1%的文章对IDEA有明确的影响。大多数影响都与IDEA的合规性有关，而不是如何改进IDEA。研究与法律之间的脱节对研究、政策和实践具有重要意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

American Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

4.00%

发文量

期刊介绍： Founded as School Review in 1893, the American Journal of Education acquired its present name in November 1979. The Journal seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between educational scholars and practitioners. To achieve that goal, papers are published that present research, theoretical statements, philosophical arguments, critical syntheses of a field of educational inquiry, and integrations of educational scholarship, policy, and practice.