Instrumental and Critical Policy Analysis in Special Education and Teacher Learning Research

• In Event: Critical Thinking About Special Educator Preparation and Teacher Learning

Abstract

In studying education policy processes and consequences, researchers generally tend towards either instrumental analysis of policy processes and outcomes, on the one hand, or critical policy analysis, on the other. This paper has two objectives: 1) to explain our framework that distinguishes between instrumental policy analysis and the field of critical policy analysis in education, 2) to show how researchers have used instrumental and critical policy approaches to illustrate the strengths and limitations of instrumental and critical policy research approaches with regard to inclusive and special education. In the conclusion, we present recommendations for future research and discuss the potential for future research to apply the critical policy to examine formal and informal special education practices in schools.

Authors

• Sarah Marie Salinas, Arizona State University - Tempe

• Sherman Dorn, Arizona State University