Literaturnachweis - Detailanzeige
| Autor/inn/en | Brenda Barrio; Carrie D. Allen |
|---|---|
| Titel | Addressing Disproportionality and Racial Inequities in Special Education through Policy Change |
| Quelle | In: Theory Into Practice, 63 (2024) 4, S. 377-389Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-5841 |
| DOI | 10.1080/00405841.2024.2355819 |
| Schlagwörter | Forschungsbericht; Disproportionate Representation; Racism; Equal Education; Special Education; Educational Policy; Educational Change; Program Implementation; Power Structure; School Districts; Culturally Relevant Education; Social Justice; Self Evaluation (Groups); Student Centered Curriculum; Partnerships in Education |
| Abstract | Literature on racial disproportionality in special education has recently been situated within a polarized debate about the sources of racial inequities: specifically, the benefits and harms of special education. In this article, we consider this debate from a historical perspective by examining special education policies and their implementation. By doing so, we aim to bridge theory to practice by attending to systemic, institutional, and organizational oppression that becomes enacted through policy aimed at achieving racial equity and educational access. More specifically, we provide a model for local school districts to revise, develop, enhance, and implement policy changes to address disproportionality and racial inequities in special education using a cultural-historical framework and culturally responsive practices. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2025/2/06 |
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