The resource directory is searchable and contains articles, tools, recordings, and links to websites. The resources are also categorized by topics, including the five Focus Areas suggested by the California Department of Education. Use the Search box below or click on the topical links to access the resources. (Hint: Once you have done an initial search, you will be able to sort the results by Resource Name or Publication Date.)
The OSEP Symposium on Significant Disproportionality explored why this is an important topic for all of us as we work to ensure that children with disabilities, regardless of race or ethnicity, are provided educational services and accommodations that enable and prepare them for post-school education and career opportunities. The Symposium presentations highlighted the key topics from a national perspective, framed the importance of this issue for all OSEP grantees, and provided some examples of practices and strategies that help address significant disproportionality. In addition to the live event, numerous resources related to significant disproportionality have been posted for participants to use as they prepared for the event and as resources to improve services and conditions for children with disabilities in States, districts, schools, and programs.
The book explores how practitioner's beliefs about non majority students can limit student’s educational trajectories. It is an important book for practitioners to read because it provides insight into how prejudices, stereotypes and other biases can hinder educational growth of students.
Delpit, L. D. Other People's Children: Cultural Conflict in the Classroom. New York, NY: New Press, 1995.
This study examines how student and school-level socioeconomic status (SES) measures predict students’ odds of being identified for special education, particularly for high-incidence disabilities.
Kincaid, Alesksis P., and Amanda L. Sullivan. 2017. “Parsing the Relations of Race and Socioeconomic Status in Special Education Disproportionality.” Remedial and Special Education 38 (3): 159–170.
The tool is designed to support district leaders implement school wide positive behavior support (SWPBS) systems. It is useful because it clearly defines and describes the different steps and processes associated with implementation SWPBS systems.
OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (October 2015). Positive Behavioral Interventions and Supports (PBIS) Implementation Blueprint: Part 1–Foundations and Supporting Information.Eugene, OR: University of Oregon. Retrieved from www.pbis.org.
This tool assists educators in assessing six domains when reviewing educational policies and procedures to uncover their potential inequitable outcomes.
Great Lakes Equity Center. 2015. Policy Equity Analysis Tool.
In this technical assistance document (a companion to the Questions and Answers: Addressing the Needs of Children with Disabilities and IDEA’s Discipline Provisions, which outlines the legal requirements related to behavior support and discipline for eligible students with disabilities under IDEA), the Office of Special Education Programs (OSEP) provides information about resources, strategies, and evidence-based practices that (while not required by law) can help States, LEAs, schools, early childhood programs, educators, and families in their efforts to meet IDEA requirements and, in doing so, improve outcomes for children with disabilities.
Office of Special Education Rehabilitative Services. 2022. Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders
https://sites.ed.gov/idea/files/guide-positive-proactive-approaches-to-supporting-children-with-disabilities.pdf (accessed September 16, 2022).
This is a guide for school district leaders interested in exploring partnerships and accessing Medi-Cal to meet the social, emotional, and mental health needs of students in schools. The guide gives an overview of what school district leaders need to know about Medi-Cal billing, how to integrate Medi-Cal funded supports for students, actions school districts can take and steps to integrate Medi-Cal into a Coordinated System of Supports.
Briscoe, A., Estes, E., Eng, A., Burness, M., Cazares, L. 2020. Practical Guide for Financing Social, Emotional and Mental Health in Schools. California: California Children's Trust/Breaking Barriers,
https://cachildrenstrust.org/wp-content/uploads/2020/08/practicalguide.pdf
One of America's top ten educators, Linda Darling-Hammond uses this text to provide educators with a pathway to prepare students to meet the demands of a diverse and complex world.
Darling-Hammond, Linda, and Oakes, Jeannie. 2019. Preparing Teachers for Deeper Learning. Palo Alto, CA: Learning Policy Institute.
Darling-Hammond, Linda, and Oakes, Jeannie. 2019. Preparing Teachers for Deeper Learning. Palo Alto, CA: Learning Policy Institute.
This document is a summary of the Least Restrictive Environment (LRE) provisions of the IDEA as applicable to preschool aged children with disabilities.
Early Childhood Technical Assistance Center. 2022. Preschool LRE Reference Points and Discussion Prompts. https://ectacenter.org/topics/iep/iep-reference.asp (accessed September 16, 2022).
This study highlights the indifferent implicit attitudes of preservice teachers’ toward students with special needs with immigrant backgrounds and positive implicit attitudes toward those without immigrant backgrounds. The study also demonstrated a high motivation among preservice teachers to act without prejudice toward minorities but less favorable explicit attitudes toward including students with special education needs, especially students with behavioral problems. Findings are discussed with implications for educational practice and research.
Markova, Maria, Inka Pit-Ten Cate, Sabine Krolak-Schwerdt, and Sabine Glock. 2016. “Preservice Teachers’ Attitudes Toward Inclusion and Toward Students with Special Educational Needs from Different Ethnic Backgrounds.” The Journal of Experimental Education 84 (3): 554–578.
