The authors examined stakeholders responses to a number of citations on racial disparities. The authors discuss how a number of factors shape disability and discipline racial disparities in the district.The aftermath of disproportionality citations: Situating disability-race intersections in historical, spatial, and sociocultural contexts.
Tefera, A. A., Artiles, A. J., Kramarczuk Voulgarides, C., Aylward, A., & Alvarado, S. (2023). The aftermath of disproportionality citations: Situating disability-race intersections in historical, spatial, and sociocultural contexts. American Educational Research Journal, 00028312221147007.
Dr. Fergus argues in this article that effectively utilizing data, considering potential solutions to misidentification in Special Education, and “practicing the pause” are three strategies that can start reversing disproportionality within special education. The pause Dr. Fergus speaks of is an intentional act to ask questions and understand the background and experiences of each student in order to determine what supports are needed to support positive outcomes. Dr. Fergus suggests three specific pauses that should be practiced to avoid or correct misidentifications of students as needing special education.
Fergus, Edward. 2022. Three Ways to Mitigate Special Education Disproportionality. Catapult Learning, https://catapultlearning.com/2022/03/15/three-ways-to-mitigate-special-education-disproportionality-by-dr-edward-fergus/ (accessed January 30, 2023).
A guide designed to assist local and state leaders in initiating critical conversations within their schools and communities about disproportionality.
National Education Association (2007).
The authors analyzed the delayed identification of Black and Latinx students post elementary school and the disproportionate eligibility outcomes as compared to their white peers.
Cruz, R., and Firestone, A. (2022) Understanding the Empty Backpack: The Role of Timing in Disproportionate Special Education Identification. Sociology of Race and Ethnicity, Vol. 8(1) 95–113
Considers the degree to which poverty contributes to disproportionality in special education.
Russell J. Skiba et al. (2005) The Journal of Special Education.
This study examines assumptions underpinning disproportionality in the category of emotional disturbance and the implications for the meaning we make of research findings related to disparities in special education and students’ needs.
Sullivan, Amanda L. 2017. “Wading Through Quicksand: Making Sense of Minority Disproportionality in Identification of Emotional Disturbance.” Behavioral Disorders 43 (1): 244–252.
The book provides a qualitative look into how disproportionality manifests in schools. It is useful for practitioners who want to understand how daily practices contribute to inequitable outcomes.
Harry, Beth, and Klinger, Janette. Why Are So Many Minority Students in Special Education? Understanding Race & Disability in Schools, 2nd ed. 2014. New York: Teachers College Press.
