Disrupting Racial Segregation in Special Education: An Evaluability Assessment of Washington State's Inclusionary Practices Project

• In Event: Evaluations of Equity and Social Justice–Oriented Programs

Abstract

Despite disability advocacy and legislative attempts to regulate equity in placement, students of color with disabilities are removed from general education settings at higher rates than peers. This study included a review of literature on landmark education cases, applying a symbolic organization framework to analyze special education placement. The theoretical frameworks of Critical Race Theory and Dis/ability Critical Race Studies offered a critique of special education placement and outcomes and rebutted symbolic responses to discrepant data. The program evaluation analyzed implementation of Washington state’s Inclusionary Practices Project, which funded professional development to 100 pilot districts. The study refined the theory of action with recommendations for implementation and scalability around three central themes: centering equity, supporting inclusionary practices, and shaping impact.

Author

• Tania May, Washington Office of the Superintendent of Public Instruction