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).
Provides an overview of the self-assessment tool developed by the Wisconsin Department of Public Instruction.
Daniel Losen, presenter (2011) State Performance Plan Technical Assistance Project, California Department of Education.
The Urban Special Education Leadership Collaborative is comprised of approximately 100 U.S. urban school districts. The organization stresses the need for inclusion, including access to rigorous academic content, for all students. It defines itself as a forum for professional growth for teachers and administrators concerned about special education.
Urban Collaborative: Leading Equitable and Inclusive Education. 2016. https://www.urbancollaborative.org/who-we-are (accessed April 6, 2018).
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.
