Supporting Special Education Teams Through Intersectionally Conscious Collaboration (Poster 19)

• In Event: AERA Poster Session Four
  In Poster Session: Division H Graduate Student Poster Session: Perspectives on Research, Evaluation, Assessment, and Accountability in Schools

Abstract

Lack of attention to identities in special education contexts are reinforced and compounded as current services are based on white, middle-class, English-speaking norms with little to no concern for the cultural values, beliefs, or languages of diverse families. This research builds upon the argument that K-12 educators who strategically consider their own multifaceted identities are better equipped to engage diverse colleagues, students, and families to improve the experiences and material conditions of all learners in an effort to combat multiple forms of racial harm and educational inequities and examines the extent to which intersectionally conscious collaboration tools and newly-developed training modules support collaborative special education practices that have the potential to disrupt education inequities.

Author

• Elizabeth A. Ruiz, Arizona State University
  Presenting Author