Identifying Invisible Gaps: A School-Based Audit of Special Education Practices

• In Event: Inquiry as Leadership: A Cross-Boundary Dialogue on Teacher-Led Equity Audits in High-Poverty Schools

Abstract

Objectives or Purposes
This inquiry examines how systemic inequities operate in special education contexts, such as referrals, eligibility, and service provision. The researcher focuses on how English Learners and racially minoritized students may be underserved or misclassified.

Theoretical Framework
The project is informed by Critical Race Theory and disability studies in education (Annamma et al., 2022). The audit positions equity not only as a moral goal but as a necessary framework for just evaluation and support.

Methods, Techniques, or Modes of Inquiry
Using a qualitative case study approach, the teacher-researcher conducted interviews and analyzed referral and evaluation data. Patterns in classification decisions were examined across race, language, and disability categories.
Data Sources, Evidence, or Materials. District and school records, eligibility paperwork, and demographic reports formed the basis of the audit. Interviews with stakeholders added qualitative depth.

Preliminary Results
The audit uncovered under-referral of English Learners and overuse of exclusionary disability labels for students of color. Lack of data disaggregation for gender and sexual orientation limited the full scope of analysis.

Implications for Practice
The researcher calls for deeper evaluator training, equity-focused tools, and multilingual collaboration in referral processes. This work offers a model for practitioners looking to lead through data-informed special education reform.

Author

• Caitlin Thorington, University of Alabama - Birmingham