Unequal and Increasingly Unfair: How Federal Policy Creates Disparities in Special Education Funding

Kolbe, Tammy; Dhuey, Elizabeth; Doutre, Sara Menlove

doi:10.1177/00144029221148784

Cited by 4 publications

(1 citation statement)

References 14 publications

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“…Next, Kolbe and colleagues (2023) evaluate the distribution of the Individuals With Disabilities Education Act (IDEA) Part B funding following revisions to the formula instituted in IDEA's 1997 reauthorization. The authors concluded that the revised formula has contributed to disparities among states in federal special education dollars, finding that states with larger populations of children and children living in poverty, children identified for special education, and children of color receive fewer federal dollars per capita.…”

Section: Introduction To the Articles In This Issuementioning

confidence: 99%

Introduction to the New Editors of Exceptional Children: The Editorial Vision of the New Team

Thorius,

J. Lindo,

Martínez-Álvarez

et al. 2023

Exceptional Children

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Section: Introduction To the Articles In This Issuementioning

confidence: 99%

Introduction to the New Editors of Exceptional Children: The Editorial Vision of the New Team

Thorius,

J. Lindo,

Martínez-Álvarez

et al. 2023

Exceptional Children

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“Getting Autism”: Educators, Parents, and Autistic Adults and Teens Reflect on the Importance of Teachers Who Understand

Anderson,

Wood,

Franklin

et al. 2024

J Autism Dev Disord

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Purpose To explore the perspectives of educators, parents, and individuals on the autism spectrum regarding the qualities of teachers best equipped to support autistic students. Methods In qualitative interviews parents of autistic adults (n = 35) discussed experiences they and their child faced during the school years, as did young autistic adults (n = 12) and teens (n = 11). Nineteen educators were also interviewed regarding how autistic students and their teachers were faring in public schools as well as what qualities and skills teachers needed to best support these students. Results A critical emergent theme was the importance of educators who possess a deep, intuitive understanding of autistic individuals. “Getting autism” involved autism knowledge, obtained through training or experience; an intuitive ability to read, respond to, and appreciate autistic students; and flexibility adapting to these students’ needs. Autistic students, parents, and educators alike experienced a stigmatizing judgement and lack of support from unenlightened individuals in the schools. In contrast, there was great appreciation for those who “got autism” and were able to ease the way of autistic students, or support autism-friendly teachers, in whatever grade or situation. Conclusion Research investigating how to cultivate, support, and reward autism-affirming teachers is needed. This will likely involve both didactic and experiential autism-focused training as well as recognition of the importance of high emotional intelligence and other qualities of teachers who “get autism.” Future research should also explore the effects on these teachers and their students of larger systems, policies, and practices.

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Does Special Education Work? A Systematic Literature Review of Evidence From Administrative Data

O’Hagan,

Stiefel

2024

Remedial and Special Education

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Research increasingly seeks to answer the question: does special education work? This is different than asking if specific interventions have positive effects and instead aims to identify system-wide impacts. We systematically review published quantitative research on the impact of receiving special education services on student outcomes using large administrative data, as well as review the methodology used in existing research. The takeaway from the 15 included studies is that special education positively impacts student outcomes, and the growth of students receiving special education typically matched or exceeded the growth of their general education peers. Methods used in these studies were, however, quasi-experimental, so limitations to credibly causal claims remain. In addition, that relatively few studies met our inclusion criteria reflects the need for additional research, and we highlight methodological and substantive considerations for future work.

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Unequal and Increasingly Unfair: How Federal Policy Creates Disparities in Special Education Funding

Cited by 4 publications

References 14 publications

Introduction to the New Editors of Exceptional Children: The Editorial Vision of the New Team

Introduction to the New Editors of Exceptional Children: The Editorial Vision of the New Team

“Getting Autism”: Educators, Parents, and Autistic Adults and Teens Reflect on the Importance of Teachers Who Understand

Does Special Education Work? A Systematic Literature Review of Evidence From Administrative Data

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