Why Are So Many Students of Color in Special Education?: Understanding Race and Disability in Schools
Published by: Teachers College Press
Imprint: Teachers College Press
Sales Date: 2022-08-26
Published: August 2022
Imprint: Teachers College Press
Page Count: 272 Pages
Dimensions: 6.10 x 8.90
272 Pages, 6.10 x 8.90 x 0.70 in
In StockAdd to Wishlist
Bringing to life the voices of children, families, and school personnel, this bestseller describes in detail the school climates and social processes that place many children of color at risk of being assigned inappropriate disability labels. Now in its third edition, this powerful ethnographic study examines the placement of Black and Hispanic students in the subjectively determined, high-incidence disability categories of special education. The authors present compelling narratives representing the range of experiences faced by culturally and linguistically diverse students who fall under the liminal shadow of perceived disability. This edition updates the literature on disproportionality, highlighting the deeply embedded and systemic nature of this decades-old pattern in which reforms represent mere shifts across disability categories, while disproportionality remains. Applying lenses of cultural-historical and critical disability theories, this edition expands on the authors? previous theoretical insights with updated recommendations for improving educational practice, teacher training, and policy renewal.
- A unique examination of the school-based contributors to disproportionality based on research conducted in a large, culturally diverse school district.
- Holistic views of the referral and placement process detailing students? trajectories across 4 years from initial instruction to referral, evaluation, and placement in special education.
- An update on the patterns and literature related to disproportionality.
- Analysis of the cultural-historical nature of disproportionality and the socially constructed nature of the high-incidence disability categories.
- Recommendations for changing the conceptualization of children?s learning difficulties, moving away from the presumption of children?s intrinsic deficits toward evaluations based on human variation.
Foreword to the Third Edition Alfredo J. Artiles?ix
2.?Overview: Racial/Ethnic Disproportionality in Special Education?39
3.?School Structure: Institutional Bias and Individual Agency?58
4.?Cultural Consonance, Dissonance, and the Nuances of Racism?74
5.?In the Classroom: Opportunity to Learn?90
6.?The Construction of Family Identity: Stereotypes and Cultural Capital?103
7.?At the Conference Table: The Discourse of Identity Construction?122
8.?Bilingual Issues and the Referral Process?143
9.?Constructing Intellectual Disability: Cracks and Redundancies?153
10.?Constructing Learning Disabilities: Redundancies and Discrepancies?161
11.?Constructing Emotional/Behavior Disorders: From Troubling to Troubled Behavior?174
12.?Into Special Education: Exile or Solution??186
13.?Conclusions and Recommendations?199
Epilogue. Research Methods: Who Are We, and How Did We Do This Research??213
About the Authors?259