Confronting Traditions in Special Education: Cultivating Anti-Racist and Anti-Ableist Research and Practices

• In Event: A Collection of Critical Race Counterstories: Disrupting Resegregation in Special Education Using QuantCrit

Abstract

Objectives
Despite critiques of race evasiveness (Annamma et al, 2017) and deficit-based conceptualizations of disability (Connor, 2019), leaders in the field of Special Education insist that certain quantitative research methods are unequivocally superior. This has starkly illuminated limitations of its knowledge base born of eugenicist thinking and positivist procedures that claim objectivity and universality. We believe there is a moral imperative to reimagine the limiting research base of special education, upholding forms of structural racism and ableism. Therefore, we conducted a systematic literature review to answer the following research questions: a) What are ongoing critiques of conventional scientific research in special education
that supports unjust practices and policies since 1975? and b) How can critiques of special education research, maintaining racist and ableist
traditions, inform and expand approaches in special education towards developing greater diversity of positionalities and methodologies when researching disability?

Theoretical Framework
Since 1975, white supremacist practices and policies informed by eugenicist ideology (Gould, 1996; Nielson, 2012; Seldon, 1999) have manifested into normalized traditions that define much of the modern-day special education system–such as the overrepresentation of Students of Color, segregated placements, and overreliance on interventions and programs devoid of equity. Grounded in Disability Critical Race Theory, we argue that the monopolizing hold of a specific version of “research” via conventional scientific approaches has supported and reproduced racist and ableist traditions in special education.

Methods
Our review looks at these traditions in special education where conventional scientific approaches were used to justify unjust policies and practices for students in k-12 public schools. We entered search terms related to the traditions into electronic databases, using all possible combinations, and conducted hand searches of those articles’ references. Search terms, for example, included underrepresentation, pull-out classrooms, and interventions.
Following the search, we used open coding procedures and an inductive process to allow themes to emerge (Glaser & Strauss, 1967; Strauss & Corbin, 1990). We also employed a process that compared and contrasted justice-oriented scholarship on overrepresentation to the search results (Levitt, 2018; Timulak, 2014), a form of ground-truthing we felt compelled to do.

Data Sources
We evaluated articles based on a priori inclusion criteria. The overall search yielded 44 articles on underrepresentation, 45 articles on pull-out placements, and 76 articles on interventions.

Results
The search revealed two major themes. First, quantitative research upholding traditions in special education consisted of flaws and overstated findings that lacked evidence and critical theory, especially when considering justice-based versions of causality. Second, researchers hid their flaws by suggesting notions of objectivity and neutrality to promote racist and ableist perspectives, reminiscent of eugenics.

Scholarly Significance
Culminating from this review, we synthesized knowledge to consider research principles that advance racial and social justice in special education. We also envisioned a model that eradicates injustices highlighted in the review, while at the same time restructures special education to provide students equitable and culturally responsive services. We wholeheartedly believe there is a research path forward that propels momentum toward an anti-racist and anti-ableist model of special education.

Authors

• Nicholas S. Bell, University of Connecticut

• Donna Y. Ford, The Ohio State University

• Zachary K. Collier, University of Connecticut

• Elizabeth Slusarz, University at Albany - SUNY

• David J. Connor, Hunter College - CUNY

• Verónica Nelly Vélez, Western Washington University