Critical Investigation of Resegregation Patterns in Special Education: Toward an Anti-Racist Special Education Model

Autor/inn/en	Nicholas S. Bell; Donna Y. Ford; Roderick L. Carey; Zachary Collier; Laura Eisenman; LaRon Scott; Verónica N. Vélez
Titel	Critical Investigation of Resegregation Patterns in Special Education: Toward an Anti-Racist Special Education Model
Quelle	In: Exceptional Children, 92 (2026) 2, S. 182-204Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nicholas S. Bell) ORCID (LaRon Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029251358720
Schlagwörter	Forschungsbericht; Special Education; School Resegregation; Racism; Models; Disproportionate Representation; Student Experience; Prevention; Critical Race Theory; Children; Surveys; Longitudinal Studies; African American Students; Hispanic American Students; Intervention; Equal Education; Minority Group Students; Elementary Secondary Education; Preschool Education; Racial Identification; Ethnicity; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Rassismus; Analogiemodell; Studienerfahrung; Prävention; Vorbeugung; Child; Kind; Kinder; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Pre-school education; Vorschulerziehung; Ethnizität
Abstract	The resegregation (i.e., overrepresentation) of Black and Latinx students in special education is a longstanding concern of scholars, researchers, and policy makers in the United States. Therefore, we conducted a critical investigation to better understand the causes of resegregation, student experiences in special education, and anti-racist actions to prevent resegregation. Using critical race transformative mixed methods for the expressed aim of advancing social and political action, we synthesized quantitative and qualitative findings from research studies to develop three well-grounded themes: (a) educators make unjust special education referrals; (b) students experience injustices in special education; and (c) teachers and students exercise resistance and agency. Culminating from this research, we propose an "anti-racist special education model" for teacher educators and policy makers to disrupt resegregation, while providing students with the equitable supports and teaching they need to be successful. Our paper concludes with implications for policy, practice, and research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/01