Disrupting the System: How Social Systems Perpetuate Educational Segregation of Students With Extensive Support Needs

• In Event: Diverse Stances on Leadership, Reforms, and Equity: Considering Frameworks, Systemic Change, Markets, Responsibility, and Disruptions

Abstract

Nearly 50 years of research demonstrates that serving students with extensive support needs (ESN) in general education environments leads to better outcomes across all domains, yet they continue to be placed in segregated environments. This paper uses Bronfenbrenner’s ecological systems theory to explain how social systems influence the attitudes and decisions made by education team members about the educational placement of students with ESN. This article will describe (a) Bronfenbrenner’s ecological systems theory, (b) the history of educational segregation of students with ESN, (c) some predictors of placement decisions for students with disabilities, (d) how the macrosystems of each education team member maintain segregated placement decisions, and (e) actions to disrupt the social systems that perpetuate segregated placement decisions.

Authors

• Kirsten Rebecca Lansey, University of Utah

• Kristin Burnette, University of North Carolina - Greensboro

• Diane M Ryndak, University of North Carolina - Greensboro