The COVID-19 pandemic has significantly disrupted the education system, especially in the realm of special education (SpEd). A recent research article titled "Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era" provides valuable insights on how practitioners can improve their skills and practices to address these challenges.
Authored by Sarah L. Woulfin and Britney Jones, the article delves into three primary logics of special education: compliance, intervention, and equity. Understanding these logics and how they interact can help educators and administrators implement more effective and just practices in special education.
Understanding the Three Logics of Special Education
- Compliance: This logic focuses on meeting legal requirements such as those outlined in the Individuals with Disabilities Education Act (IDEA). It emphasizes bureaucratic tasks like tracking services and data collection.
- Intervention: This logic is centered on providing specialized instruction and services to treat specific disabilities. It involves delivering prescribed interventions to improve students' outcomes.
- Equity: This logic aims to achieve just outcomes for students, families, and communities by dismantling ableist and racist structures. It emphasizes inclusive and culturally responsive practices.
How Practitioners Can Improve Their Skills
Practitioners can enhance their skills by integrating the insights from these logics into their daily practices. Here are some actionable steps:
1. Balance Compliance and Equity
While compliance is essential, it should not overshadow the goal of achieving equity. Educators should aim to reduce administrative burdens to focus more on inclusive and equitable practices.
2. Tailor Interventions to Be Culturally Responsive
Interventions should not only address the disability but also consider the student's cultural and racial background. This approach ensures that the services are more effective and respectful of the student's identity.
3. Advocate for Better Working Conditions
Improving working conditions can significantly impact the implementation of equity-oriented special education. Administrators should provide time, space, and resources for educators to engage in equity-focused practices.
4. Engage in Professional Development
Ongoing professional development (PD) is crucial for building the capacity to implement equity-oriented special education. PD should focus on understanding and operationalizing the equity model in various educational contexts.
Encouraging Further Research
The article also highlights the importance of conducting further research to better understand the organizational factors that promote equity-oriented special education. Practitioners are encouraged to engage in research activities to explore new ways to implement these practices effectively.
To read the original research paper, please follow this link: Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era.
