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ERIC Number: EJ1057782
Record Type: Journal
Publication Date: 2015-Apr
Pages: 9
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-0741-9325
Critical Practice Analysis of Special Education Policy: An RTI Example
Thorius, Kathleen A. King; Maxcy, Brendan D.
Remedial and Special Education, v36 n2 p116-124 Mar-Apr 2015
Since 1997, revisions to the Individuals With Disabilities Education Act (IDEA) have shown promise for addressing special education equity concerns: For example, states have the option to use response to intervention (RTI) for determining and thus reducing inappropriate disability determination, and states and districts are required to assess and address disproportionality in special education eligibility and placement. Yet, despite policy revisions, equity concerns endure. Apparent policy inadequacies necessitate that special education research explores policy as a process whereby it is appropriated by local actors. Accordingly, we draw from critical policy scholarship to propose a framework for study of special education policy appropriation. The approach centers equity and attention to actors' agency and structural forces. We discuss relevance of this framework and its theoretical tools for special education research concerned with how local actors enact federal special education policy. Finally, we provide suggestions for RTI policy research as a case-in-point.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED)
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; Individuals with Disabilities Education Act Amendments 1997
Grant or Contract Numbers: S004D110021