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.)
According to the author, the Racial Equity Impact Assessment (REIA) is a systematic examination of how different racial and ethnic groups will likely be affected by a proposed action or decision. The tool is used to minimize unintended consequences of policy and practice.
Keleher, Terry. 2009. Applied Research Center. Racial Equity Impact Assessment. Race Forward: The Center for Racial Justice Innovation.
The book explores the implications of disproportionality on educational outcomes and equity. It is an important for practitioners because it offers a broad overview of findings and issues associated with inequity in special education.
Losen and Orfield. Racial Inequity in Special Education. Cambridge, MA: Harvard University; Harvard Education Press, 2005.
This book will give you the insight you need to combat racism and bias throughout your organization, revitalize your diversity and inclusion efforts, and lead conversations necessary to your organization closer to racial equity. There is a comprehensive slide deck that highlights the most critical information in each of the book's articles and two comprehensive case studies which provide you with an opportunity to think critically and actively on topics.
Livingston, R., Morgan Roberts, L., Williams, J.C., Mayo, A.J. 2020. Racial Justice: Tools for Preparing Your Team for the Future. Boston, Massachusetts: Harvard Business Review https://store.hbr.org/product/racial-justice-tools-for-preparing-your-team-for-the-future/10498
The resource highlights how racial segregation in schools is still a relevant and consequential issue in America. The resource provides practitioners with a critical lens as they think about the demographic trends in the districts they work in.
Orfield, G., and Lee, C. “Racial Transformation and the Changing Nature of Segregation.” Civil Rights Project at Harvard University. Cambridge, MA., 2006.
In this keynote presentation, Dr. Gregory Peters addresses the question, "What radical discourse is necessary to interrupt and transform disproportionality in our schools?" Dr. Peters spoke at the Equity Symposium presented by the State Performance Plan Technical Assistance Project that was funded by the California Department of Education, Special Education Division, and co-hosted by Student Involvement and the Chicano and Latino Studies departments at Sonoma State University. The Equity Symposium was held October 18, 2018.
Peters, Gregory. 2018. "Radical Discourse: Interrupting Inequities." State Performance Plan Technical Assistance Project.
The Region 15 Comprehensive Center (R15CC), led by WestEd, is part of the national Comprehensive Center Network (CC Network), and works to provide capacity-building technical assistance, content expertise, and other services to effectively support state education agencies (SEAs) and their regional and local constituents in Arizona, California, Nevada, and Utah.
The Regional Educational Lab (REL) West partners with key stakeholders in Arizona, California, Nevada, and Utah to develop evidence that can inform consequential decisions about policy, programs, and practice. Key stakeholders include organizations with decision-making authority and the ability to influence education policy and practice, such as state and local education agencies, school boards, institutes of higher education, and student, family, and community organizations. RELs partner with these organizations on applied research and development; training, coaching and technical supports; and dissemination.
Dr. Fergus describes the root cause analysis as essential process in addressing disproportionality. In this article he lists three common root causes that have emerged from his research and work with many local education agencies.
Fergus, Edward. 2022. Remedies for Disproportionality: It’s Time for a Root Cause Analysis. Catapult Learning, https://catapultlearning.com/2022/08/02/remedies-for-disproportionality-its-time-for-a-root-cause-analysis/ (accessed January 30, 2023).
This controversial research article argues that the research does not provide empirical evidence of overrepresentation in special education of students of ethnic minorities. Instead it argues that minority children are underidentified for special education.
Morgan, Paul, George Farkas, Marianne Hillemeier, and Steve Maczuga. 2017. “Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools.” Educational Researcher 46 (6): 305–322.
Students of color, English learners, and those from non-dominant cultures often face disproportionate identification and placement in special education, along with related disciplinary disparities. While special education services are crucial for students with actual disabilities, many students are wrongly referred to special education due to struggles stemming from inadequate education policies and classroom practices that fail to meet their needs. Pedagogical practices based on the dominant culture often lack culturally responsive elements, leading to classrooms that do not reflect or value the sociocultural contexts of these students. This disconnect can impede learning and result in teachers mistakenly perceiving these students as having learning or behavioral issues, prompting inappropriate special education referrals.
This brief suggests that district leaders tackle this critical issue by focusing on four key areas:
Implementing culturally responsive and sustaining policies and practices across all educational settings.
Enhancing the special education identification process.
Integrating culturally responsive and sustaining policies and practices specifically in behavior management efforts.
Developing culturally responsive data literacy among district staff at all levels.
Citation: Harvey, A. 2023. “Research-Based Strategies for Addressing Disproportionality in Special Education.” Western Educational Equity Assistance Center at WestEd. https://weeac.wested.org/wp-content/uploads/2023/12/Addressing-Disproportionality-in-Special-Education.pdf (accessed, June 14, 2024).
