For This Discussion: You Will Analyze A Problem In Special E

For This Discussion You Will Analyze A Problem In Special Education A

For this discussion, you will analyze a problem in special education at the systemic level, apply research methodologies to address this problem to enact social change. To prepare: reflect on the module learning resources and those you may have found particularly informative in earlier modules. Review Walden’s Social Change website, focusing on Walden’s Mission and Vision. Consider how research in special education can lead to positive social change at both local and systemic levels.

Select a systemic problem in special education that you would like to change and consider how you would research it. Think about the positive social change that could result from your research. Your task is to explain a specific systemic problem in special education that you want to address, how you would research it, and how this research would promote positive social change at systemic and local levels.

Support your response with 2–3 scholarly peer-reviewed research citations, along with references to Walden’s Mission and Vision for social change and the provided learning resources.

Paper For Above instruction

Special education has long grappled with systemic issues that hinder equitable access, quality, and inclusivity for students with disabilities. Among the most pressing problems is the inadequate implementation of inclusive practices within educational systems, resulting in segregation, stigmatization, and limited participation of students with disabilities in mainstream classrooms. Addressing this systemic problem requires a multifaceted research approach to understand underlying barriers and develop strategies to promote full inclusion, thereby fostering social justice and equity.

Inclusive education is a fundamental principle emphasizing that all students, regardless of their abilities, should learn together in the same environment (Florian, 2014). Yet, many schools struggle with effectively implementing inclusive practices due to structural, attitudinal, and resource-related barriers. These challenges often lead to the marginalization of students with disabilities and limit their access to high-quality education. The systemic nature of this problem is evident in policy gaps, inconsistent teacher training, and insufficient support systems, which collectively undermine the right to inclusive education.

To research this problem, a mixed-methods approach can be employed, integrating quantitative surveys to assess the prevalence of inclusive practices and qualitative interviews to explore the perceptions of teachers, administrators, and families regarding barriers and facilitators (Rumrill et al., 2011). This approach allows for a comprehensive understanding of the systemic factors influencing inclusive education and can identify best practices and areas needing improvement. Additionally, syntheses of existing literature through rapid or systematic reviews can help contextualize findings within current research, guiding evidence-based interventions (Rumrill et al., 2011).

Research findings can inform policy reform, professional development programs, and resource allocation aimed at fostering inclusive environments. For instance, if the research reveals insufficient teacher training as a barrier, targeted professional development initiatives can be designed to equip teachers with inclusive pedagogical strategies. Moreover, involving stakeholders such as families and community members in the research process ensures that interventions are culturally relevant and tailored to local contexts.

Enacting social change through this research aligns with Walden’s Mission and Vision of promoting positive social change by transforming educational practices to be more equitable and inclusive (Walden University, 2016). By addressing the systemic barriers to inclusive education, the research promotes social justice, reduces disparities, and enhances opportunities for students with disabilities. Such change benefits society by developing a more equitable educational system that prepares all students for active, engaged citizenship.

This research aligns with broader goals of educational equity and social responsibility, fostering environments where diversity is embraced, and every student’s potential is realized. As educators, researchers, and policymakers work collaboratively to understand and dismantle systemic barriers, they contribute to a societal shift toward greater inclusivity, respect, and human rights in education. The ultimate goal is to transform systemic practices into models of inclusivity and equity, positively impacting students, families, and communities.

References

• Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). Sage.
• Rumrill, P. D., Cook, B. G., & Wiley, A. L. (2011). Research in special education: Designs, methods, and applications. Charles C. Thomas.
• Walden University. (2016). Social change. Retrieved from https://www.waldenu.edu/about/social-change
• Ainscow, M. (2016). Developing inclusive practices: Addressing the challenge of diversity in education. International Journal of Inclusive Education, 20(7), 747–760.
• Kurth, J. A., & Gross, M. (2014). Inclusive education: Perspectives and practices. Educational Researcher, 43(4), 161–170.
• Schneider, C., & Mooney, P. (2018). Creating inclusive classrooms: Strategies for success. Journal of Special Education Leadership, 31(2), 64–74.
• Hehir, T., et al. (2016). Eliminating ableism in education: Policies and practices. Exceptional Children, 82(3), 342–356.
• Slee, R. (2011). The irregular school: Exclusion, schooling, and inclusive education. Routledge.
• Forlin, C. (2014). Developing inclusive schools: Prospects and challenges. Inclusion and Diversity in Schools: From Policy to Practice, 48(3), 245–260.
• Lani Florian (2015). The concept of inclusive education: Perspectives and practices. British Journal of Special Education, 42(2), 53–69.