Reframing the Racialization of Disabilities in Policy

Autor/inn/en	Kramarczuk Voulgarides, Catherine; Tefera, Adai
Titel	Reframing the Racialization of Disabilities in Policy
Quelle	In: Theory Into Practice, 56 (2017) 3, S.161-168 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kramarczuk Voulgarides, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2017.1336037
Schlagwörter	Disabilities; School Policy; Disproportionate Representation; Special Education; Educational Legislation; Equal Education; Federal Legislation; Civil Rights; Policy Analysis; Barriers; Educational Change; Change Strategies; Compliance (Legal); Race; Educational Policy; Praxis; Accessibility (for Disabled); Elementary Secondary Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Schulpolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Bundesrecht; Bürgerrechte; Grundrechte; Zivilrecht; Politikfeldanalyse; Bildungsreform; Lösungsstrategie; Rasse; Abstammung; Politics of education; Bildungspolitik; Accessibility; Zugänglichkeit
Abstract	Racial disproportionality in special education is a deep seated and complex educational inequity plaguing the United States educational system. In this article we outline how the Individuals with Disabilities Education Act, although a civil rights based legislation, cannot sufficiently address racially disproportionate outcomes in special education. We argue that mandating equity through technical and procedural mandates cannot attend to the sociocultural and social contexts in which policy is appropriated to practice. We outline how symbolic changes to educational practice do not account for the effects of personal biases and the complexities associated with how race manifests in society and within policy mandates. We conclude with recommendations for third order change (Welner, 2001), which challenges practitioners to not just comply with educational policy but, to also reflect on their own capacities, beliefs and understandings of disproportionality within broader social and cultural contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01