The relation between the individuals with disabilities education act and special education research: A systematic review

Maria M. Lewis; Megan M. Burke; Janet R. Decker

doi:10.1086/713825

The relation between the individuals with disabilities education act and special education research: A systematic review

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

Education Policy Studies

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

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 p 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. comparison to many subdisciplines in education (e.g., curriculum and in-.

Original language	English (US)
Pages (from-to)	345-368
Number of pages	24
Journal	American Journal of Education
Volume	127
Issue number	3
DOIs	https://doi.org/10.1086/713825
State	Published - May 2021

All Science Journal Classification (ASJC) codes

Education

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10.1086/713825

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The relation between the individuals with disabilities education act and special education research: A systematic review

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