Rights Delayed, Rights Denied: Tracing and Transforming Special Education Services in Universal Pre-K

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 4
  In Roundtable Session: Equity, Inclusion and Systemic Challenges in Early Childhood Education

Abstract

We examined how early childhood educators and leaders in New York City’s Universal Pre-K (UPK) perceive systemic violations of the Individuals with Disabilities Education Act (IDEA). Using survey data from 124 educators and a mixed-methods design guided by Critical Policy Analysis and Schneider and Ingram’s (1997) social construction and policy design framework, we identified pervasive inequities: delayed evaluations, shortages of qualified service providers, and inconsistent IEP implementation, especially in historically marginalized boroughs. These failures disproportionately affected multilingual and low-income households, leading to child regression, teacher burnout, and classroom instability. In line with AERA 2026’s call, we highlight how children with disabilities and their educators are often constructed as less deserving. We propose equity-centered policy recommendations, both locally and globally.

Authors

• Maria Mavrides Calderon, Hunter College - CUNY

• Raquel Stephen, Hunter College

• Sara K Edwards, Hunter College