Equity Focused Multilayered Empirical Examination of Racial Inequity and the Individuals With Disabilities Education Act

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Policy Perspectives on Inclusive Education: Global and Local Insights (Table 4)

Abstract

Research is needed to understand the connections among extant empirical work related to racial inequities in special education (racial disproportionality) and the current policy landscape to better meet the needs of historically underserved learners with disabilities. To date, there remains a mismatch between how researchers consider the disproportionality problem, what research has indicated works—and does not—to support students with disabilities, and how this research has been leveraged to inform policy remedies to address the issue. In this paper, we outline a multi-layered empirical examination of education policy that can provide necessary insights to better address the complex equity issue.

Authors

• Catherine Kramarczuk Voulgarides, Hunter College - CUNY

• Alexandra Aylward, University of Nevada - Reno

• Allison Firestone, San Francisco Unified School District

• Roey Ahram, Grow Your Own Illinois

• Natasha M. Strassfeld, University of Texas at Austin