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Examining Methodological and Conceptual Complexities in the Study of Racial Disproportionality in Special Education
Sat, April 18, 10:35am to 12:05pm, Virtual RoomSession Type: Roundtable Session
Abstract
This session engages critical research on racial and ethnic disproportionality in special education from a diverse group of scholars to illustrate how identification of and services for students with disabilities might be better understood and more equitable. The four papers emphasize that scholars must look more deeply at the intersections of policies, practices, and people to address disproportionality. The first paper highlights disproportionality in charter schools, the second challenges ‘monolithic’ conceptualizations of Asian and Pacific Islander students in special education research, the third investigates local organizational and sociodemographic contexts of districts that have been cited for disproportionately, and the fourth paper reveals how technical policy compliance with IDEA results in the maintenance of racialized outcomes in special education.
Sub Unit
Chair
Papers
Disproportionality in Charter Schools: Evidence From California, Texas, Florida, and Tennessee - David E. Kirkland, New York University; Maria G. Hernandez, New York University
Making Visible the Invisible: Disproportionate Representation of Asian and Pacific Islander Students - Amanda L. Sullivan, University of Minnesota; Vichet Chhuon, University of Minnesota; Tara Kulkarni, University of Minnesota - Twin Cities; Thuy Nguyen, University of Minnesota
Moving Beyond Controlling for Local Context to Understand Disproportionality in Special Education - Alexandra Aylward, Montana State University; Catherine Kramarczuk Voulgarides, Hunter College; Adai A. Tefera, The University of Arizona; Sarah Lopez Alvarado, Arizona State University; Alfredo J. Artiles, Stanford University
Race, Disability, and Policy: Examining the Boundaries of Legal Compliance When Pursuing Equity in Education - Catherine Kramarczuk Voulgarides, Hunter College; Alexandra Aylward, Montana State University; Adai A. Tefera, The University of Arizona; Alfredo J. Artiles, Stanford University; Sarah Lopez Alvarado, Arizona State University