The Myth of Inclusion in the Individuals With Disabilities Education Act: How Separate and Unequal Schools Persist for Students of Color With Disabilities

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Equity, Race, and Cultural Competence

Abstract

The purpose of this paper is to examine inclusive education policies in the US, with a particular focus on the Individuals with Disabilities Education Act. This mixed methods study, focuses specifically on the state of Virginia and one school district’s inclusive practices and outcomes. To do this, we critically examine the notion of least restrict environment, particularly the continued use of separate public schools. Findings demonstrate racial inequities related to the disproportionate placement of Black students in separate public schools, as well as the inadequate access of Asian and Latinx students in inclusive classrooms. Given these findings, we argue there is a need for an intersectional perspective in education policy to refine our analysis of inclusion and equity in education.

Authors

• Adai A. Tefera, The University of Arizona

• Ashlee Lester Sjogren, University of Virginia

• Melissa J Cuba, University of Maine