How and Why Context Matters in the Study of Racial Disproportionality in Special Education: Toward a Critical Disability Education Policy Approach

Autor/inn/en	Tefera, Adai A.; Fischman, Gustavo E.
Titel	How and Why Context Matters in the Study of Racial Disproportionality in Special Education: Toward a Critical Disability Education Policy Approach
Quelle	In: Equity & Excellence in Education, 53 (2020) 4, S.433-448 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1791284
Schlagwörter	Racial Composition; Ethnicity; Disproportionate Representation; Special Education; Educational Policy; Context Effect; School Districts; Minority Group Students; Compliance (Legal); Discipline; Educational History; Equal Education; Social Influences; Cultural Influences; Disabilities; Educational Quality; Educational Legislation; Federal Legislation; Students with Disabilities; Rural Schools; Urban Schools; Suburban Schools; Student Behavior + Suchen Sie Ihr Suchwort? Ethnizität; Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; School district; Schulbezirk; Disziplin; History of education; Bildungsgeschichte; Sozialer Einfluss; Cultural influence; Kultureinfluss; Handicap; Behinderung; Quality of education; Bildungsqualität; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Student behaviour; Schülerverhalten
Abstract	Racial disproportionality in special education is an ongoing injustice in schools in the United States. In this article, we investigate the key relationships among education policy, context, and racial disproportionality in special education. We examine this nexus by analyzing one U.S. school district's response to federal citations for disproportionality in both the over-identification of students of color in special education and over-representation of students of color with disabilities being disciplined. Our findings demonstrate the important role of historical legacies of inequality and the limitations of technical approaches to equity oriented education policies. We end by offering a critical disability education policy approach that accounts for complex sociocultural contexts, attending to disability and its intersections, in an effort to move toward more just and equitable education policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01