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.)
This study compared students identified as at-risk to those presently receiving special education services within a nationally representative sample of 4,946 children. The study sought to address disproportionate representation at the referral stage of the identification process, particularly for those students at risk for a behavioral or emotional difficulty.
Dever, Bridget, Tara Raines, Erin Dowdy, and Cody Hostutler. 2016. “Addressing Disproportionality in Special Education Using a Universal Screening Approach.” The Journal of Negro Education 85 (1): 59–71.
The editorial delves into the Comprehensive Coordinated Early Intervening Services (CCEIS), mandated by the Individuals with Disabilities Education Act (IDEA) to address disparities in the treatment of students of color within local educational agencies (LEAs). When LEAs disproportionately identify students of color in certain categories or discipline them, they are labeled "disproportionate" or "significantly disproportionate."
The California Department of Education (CDE) State Performance Plan Technical Assistance Project (SPP-TAP) supports LEAs in CCEIS work by guiding them through data analysis, root cause identification, improvement planning, and implementation monitoring. Despite initial overwhelm, educators appreciate the structured approach provided by SPP-TAP TA Facilitators.
The editorial provides examples of successful strategies in districts like Evergreen Elementary Alameda Unified, and Pittsburg Unified such as engaging families through community liaisons and personalized learning plans for "focal scholars." It discusses efforts to address racism, cultural disconnect, and implicit bias through staff training and community outreach. There’s also a focus on empathy and inclusion, alongside efforts to dissolve traditional disciplinary methods and address cultural biases, exemplifies a commitment to equity.
Citation: California Department of Education. 2024 Addressing Disproportionality: Hard Work and Heart Work 2024, www.sipinclusion.org/2024/03/11/the-special-edge-newsletter-winter-2023/. Accessed 14 May 2024.
This research study presents an overview of literature related to school- and teacher-based factors that contribute to issues of disproportionality related to social-emotional challenges and emotional disturbance. It concludes with the recommendation for an integrated framework of culturally responsive practice and social-emotional learning as an approach to target these factors.
Sciuchetti, Maria B. 2017. “Addressing Inequity in Special Education: An Integrated Framework for Culturally Responsive Social Emotional Practice.” Psychology in the Schools 54 (10): 1245–1251.
The authors discuss the need to use UDL and CRT in instruction. They argue that pre service and inservice teachers are culturally situated within cultural and linguistic groups. It is important for pre- and in-service teachers to understand this cross-pollination when using the UDL Guidelines as an implementation tool in their classrooms to proactively identify and address potential barriers to student learning while sustaining their students' cultural and linguistic identities.
Takemae, N., Nicoll-Senft, J., & Tyler, R. M. (2022). Addressing Issues of Equity Using the Cross-Pollination of Universal Design for Learning and Culturally Responsive Teaching. PDS Partners: Bridging Research to Practice, 17(1), 9–15.
The article provides a conceptual map for understanding how policy, practice and people intersect in schools. The article is useful for practitioners that want to understand how federal mandates, school practices and the multitude of individuals in schools can coalesce into a system that improves general and special education.
Klingner, J. K., Artiles, A. and others. “Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems.” Education Policy Analysis Archives, 13(38), 2005: 1-41.
The California Association of African-American Superintendents and Administrators (CAAASA) and the University of California Los Angeles Center for the Transformation of Schools (CTS) have collaborated to offer this free online series, which provides families and educators with the tools and strategies they need to ensure greater equity for students who continue to be impacted by the COVID-19 school closures. With support from the California Collaborative for Educational Excellence (CCEE), they are inviting educators and equity leaders to make use of this video archive, and to discover new practices and approaches that will ensure their students continue to learn and thrive, even as their schools remain closed. There are a total of 30 presentations that include achieved resources and presentations.
California Association of African American Superintendents and Administrators (CAAASA), California Collaborative for Educational Excellence (CCEE), UCLA Center for the Transformation of Schools, Working by Design. 2020. Advancing Equity in an Era of Crisis: Conversations for administrators, teachers, parents, and para-educators about ways to best serve every student during the COVID-19 pandemic. California Association of African American Superintendents and Administrators (CAAASA), California Collaborative for Educational Excellence (CCEE), UCLA Center for the Transformation of Schools, Working by Designhttps://www.caaasa.org/advancing-equity-in-crisis
This resource is a position statement and recommendations for achieving equity in early childhood education. The statement is one of five foundational documents NAEYC has developed in collaboration with the early childhood profession.
National Association for the Education of Young Children. 2019. Advancing Equity in Early Childhood Education. Washington, DC: Author.
This resource is a position statement and recommendations for achieving equity in early childhood education. The statement is one of five foundational documents NAEYC has developed in collaboration with the early childhood profession.
National Association for the Education of Young Children. 2019. Advancing Equity in Early Childhood Education. Washington, DC: Author.
This article examines how a comprehensive plan for early identification and screening of students with social, emotional, and behavioral concerns can reduce disproportionality.
Bradley Williams, Rachel, Deitra Bryant-Mallory, Kenya Coleman, Douglas Gotel, and Carla Hall. 2017. “An Evidence-Based Approach to Reducing Disproportionality in Special Education and Discipline Referrals.” Children & Schools 39 (4): 248–251.
This article examines the ways in which current studies analyze disproportionality through statistical methods, and compares those analyses based on the conceptualization of covariates.
