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A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis

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Title: A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis
Language: English
Authors: Catherine Voulgarides (ORCID 0000-0002-7649-8058), Alexandra Aylward (ORCID 0000-0003-1321-6778), Natasha Strassfeld (ORCID 0000-0002-8522-2272), Hua-Yu Sebastian Cherng (ORCID 0000-0003-2444-4354), Roey Ahram (ORCID 0000-0003-2738-510X), Allison Firestone (ORCID 0000-0003-0290-1788), Julia Hartwig, Jane Jeong
Source: Grantee Submission. 2025.
Peer Reviewed: Y
Page Count: 43
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A240017
Document Type: Reports - Descriptive
Descriptors: Equal Education, Educational Legislation, Federal Legislation, Students with Disabilities, Special Education, Minority Group Students, Race, Educational Policy, Disproportionate Representation, Policy Analysis, Disability Identification
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act
DOI: 10.1177/07419325251360336
Abstract: Understanding how system-level educational inequities manifest across contexts and over time is critical for informing research, policy, and practice. This paper advances a theoretically grounded, interdisciplinary conceptual framework--the Multilayered Systemic Approach for Policy Analysis (MSAPA)--for research on systemic inequities related to the Individuals with Disabilities Education Act, including its racial disproportionality accountability mechanisms. We define the framework's interdisciplinary theoretical roots, describe its conceptual utility, and apply it to the longstanding issue of racial disproportionality in special education. We provide empirical examples to substantiate the necessity and importance of the framework. Finally, we offer strategies for integrating findings through a mixed methods framework and disseminating results to enhance equity in policy and practice. [This paper will be published in "Remedial and Special Education."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: ED679422
Database: ERIC
FullText Text:
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PubType: Report
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  Data: A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis
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  Data: <searchLink fieldCode="AR" term="%22Catherine+Voulgarides%22">Catherine Voulgarides</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7649-8058">0000-0002-7649-8058</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alexandra+Aylward%22">Alexandra Aylward</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1321-6778">0000-0003-1321-6778</externalLink>)<br /><searchLink fieldCode="AR" term="%22Natasha+Strassfeld%22">Natasha Strassfeld</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8522-2272">0000-0002-8522-2272</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hua-Yu+Sebastian+Cherng%22">Hua-Yu Sebastian Cherng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2444-4354">0000-0003-2444-4354</externalLink>)<br /><searchLink fieldCode="AR" term="%22Roey+Ahram%22">Roey Ahram</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2738-510X">0000-0003-2738-510X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Allison+Firestone%22">Allison Firestone</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0290-1788">0000-0003-0290-1788</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julia+Hartwig%22">Julia Hartwig</searchLink><br /><searchLink fieldCode="AR" term="%22Jane+Jeong%22">Jane Jeong</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2025.
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  Data: 43
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: R324A240017
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  Data: <searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Analysis%22">Policy Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+Identification%22">Disability Identification</searchLink>
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  Label: Laws, Policies and Program Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Individuals+with+Disabilities+Education+Act%22">Individuals with Disabilities Education Act</searchLink>
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  Data: 10.1177/07419325251360336
– Name: Abstract
  Label: Abstract
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  Data: Understanding how system-level educational inequities manifest across contexts and over time is critical for informing research, policy, and practice. This paper advances a theoretically grounded, interdisciplinary conceptual framework--the Multilayered Systemic Approach for Policy Analysis (MSAPA)--for research on systemic inequities related to the Individuals with Disabilities Education Act, including its racial disproportionality accountability mechanisms. We define the framework's interdisciplinary theoretical roots, describe its conceptual utility, and apply it to the longstanding issue of racial disproportionality in special education. We provide empirical examples to substantiate the necessity and importance of the framework. Finally, we offer strategies for integrating findings through a mixed methods framework and disseminating results to enhance equity in policy and practice. [This paper will be published in "Remedial and Special Education."]
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  Data: 2026
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  Label: Accession Number
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  Data: ED679422
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        Value: 10.1177/07419325251360336
    Languages:
      – Text: English
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      Pagination:
        PageCount: 43
    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Federal Legislation
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Special Education
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Race
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      – SubjectFull: Educational Policy
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Policy Analysis
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      – SubjectFull: Disability Identification
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      – SubjectFull: Individuals with Disabilities Education Act
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      – TitleFull: A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis
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              Type: published
              Y: 2025
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            – TitleFull: Grantee Submission
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