Resisting Deficit Narratives of Minoritized Families: Exploring Conceptualizations of Special Education and Disability Using DisCrit

• In Event: Sheraton Roundtable Session Ten
  In Roundtable Session: Understanding Families' Role in Supporting the Education of Students at the Intersections of Ability, Race, and Citizenship (Table 15)

Abstract

Abstract

This study investigated the ways minoritized families of students receiving special education under the high-incidence classifications of Learning Disability, Emotional Disturbance, Intellectual Impairment, and Speech and Language Impairment supported their children’s learning. Using a DisCrit lens, this study also sought to understand how families conceptualized special education and disability as it related to their children. Findings demonstrated the varied ways families supported and advocated for their children. Grounded theory analysis revealed a continuum of responses where families alternately accepted and rejected their children’s status as disabled students. Implications for teachers and school leaders include rejecting deficit views of minoritized families, creating programming that invites families' strengths into classrooms, and building more inclusive programming in general education settings.

Author

• Armineh Hallaran, City College of New York - CUNY
  Presenting Author