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.)
By highlighting Angela Ward, Supervisor of Race and Equity Programs in Austin schools, the author shares with readers particular equity challenges and successes in an expanding urban district.
Blad, Evie. 2019. 2019 Leaders to Learn From: Angela Ward. “Confronting and Combating Bias in Schools.” Education Week February 20, 2019.
After a full year of "Delay Regulation" the United States District Court for the District of Columbia ordered the implementation of 2018 federal significant disproportionality regulations.
United States District Court for the District of Columbia. 2019. Council of Parent Attorneys and Advocates, Inc. v. Elizabeth (Betsy) DeVos, Secretary of Education; Johnny W. Collet, Assistant Secretary for Rehabilitative Services; U.S. Department of Education. Civil Action No. 18-cv-1636 (TSC). https://youthlaw.org/wp-content/uploads/2018/07/031-Memorandum-Opinion-re-Defendants-Motion-to-Dismiss-14-Plaintiffs-Motion-for-Summary-Judgment-16-and-Defendants-Motion-for-Summary-Judgment-22-1.pdf.
This text provides educators with the necessary background information and framework to hold difficult conversations about race, privilege, and equity.
Singleton, Glen E. 2015. Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools. Thousand Oaks, CA: Corwin.
This article discusses data collected that shows that the COVID-19 pandemic has exacerbated the existing achievement gaps across income levels and between white students and students of black and Hispanic heritage. Also, the article discusses how the current situation is leading to more students of color dropping out and the long term effects on these student's long-term economic well-being and on the US economy as a whole.
Dorn, E., Hancock, B., Sarakatsannis, J., Viruleg, E. 2020. Covid-19 and Student Learning in the United States: The Hurt Could Last a Lifetime. San Francisco, California: McKinsey & Company
https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-student-learning-in-the-united-states-the-hurt-could-last-a-lifetime#
This is a compilation of resources that the San Francisco Unified School District has collected on COVID-19 concerning special education with a focus on autism.
San Francisco Unified School District. COVID-19 Resources for Students in Special Education . San Francisco Unified School District.
https://www.sfusd.edu/resources-families-1
The authors presents a research-based conference strategy designed to cultivate a trusting relationship between families and educators, referred to as Building Equitable Trusting Relationships (BETR). Critical to this three step trust-building process is understanding one's own and the site/district' culture and how that impacts the process.
Lindo, E. J., Kyzar, K. B., & Gershwin, T. (2023). Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families. TEACHING Exceptional Children, 0(0). https://doi.org/10.1177/00400599231161799
This research article reviews recent evidence in disproportionality research and discusses methodological issues raised in the literature.
Anastasiou, Dimitris, and James M. Kauffman. 2019. “Cultural Politics, Ideology, and Methodology in Disproportionality Research: A Rejoinder.” Journal of Disability Policy Studies 30 (2): 105–110.
Offers approaches and activities for enabling educational leaders to gain a personal understanding of what cultural proficiency means in practice; use collaborative activities to effect change in a school; and lead a learning community toward becoming a culturally proficient organization.
Lindsey, Randall, Kikanza Nuri Robins, and Raymond Terrell. 2009. Cultural Proficiency: A Manual for School Leaders, 3rd ed. Thousand Oaks, CA: Corwin Press.
This research study provides an overview of trends and issues in both underrepresentation and overrepresentation of English learners in special education. Contributing factors for variability, as well as recommendations for future research and improved practice are provided.
Counts, Jennifer, Antonis Katsiyannis, and Denise K. Whitford. 2018. “Culturally and Linguistically Diverse Learners in Special Education: English Learners.” NASSP Bulletin 102 (1): 5–21.
Addresses essential elements of becoming culturally responsive and ways in which teachers can implement strategies in their classrooms.
Technical Assistance Center on Disproportionality, New York University (2008).
