The Aftermath of Disproportionality Citations: Situating Disability-race Intersections in Historical, Spatial, and Sociocultural Contexts
The authors examined stakeholders responses to a number of citations on racial disparities. The authors discuss how a number of factors shape disability and discipline racial disparities in the district.The aftermath of disproportionality citations: Situating disability-race intersections in historical, spatial, and sociocultural contexts.
Citation/Source
Tefera, A. A., Artiles, A. J., Kramarczuk Voulgarides, C., Aylward, A., & Alvarado, S. (2023). The aftermath of disproportionality citations: Situating disability-race intersections in historical, spatial, and sociocultural contexts. American Educational Research Journal, 00028312221147007.
Publication Date 2024
Remedies for Disproportionality: It’s Time for a Root Cause Analysis (Webpage)
Dr. Fergus describes the root cause analysis as essential process in addressing disproportionality. In this article he lists three common root causes that have emerged from his research and work with many local education agencies.
Citation/Source
Fergus, Edward. 2022. Remedies for Disproportionality: It’s Time for a Root Cause Analysis. Catapult Learning, https://catapultlearning.com/2022/08/02/remedies-for-disproportionality-its-time-for-a-root-cause-analysis/ (accessed January 30, 2023).
Publication Date 2024
Three Ways to Mitigate Special Education Disproportionality (Webpage)
Dr. Fergus argues in this article that effectively utilizing data, considering potential solutions to misidentification in Special Education, and “practicing the pause” are three strategies that can start reversing disproportionality within special education. The pause Dr. Fergus speaks of is an intentional act to ask questions and understand the background and experiences of each student in order to determine what supports are needed to support positive outcomes. Dr. Fergus suggests three specific pauses that should be practiced to avoid or correct misidentifications of students as needing special education.
Citation/Source
Fergus, Edward. 2022. Three Ways to Mitigate Special Education Disproportionality. Catapult Learning, https://catapultlearning.com/2022/03/15/three-ways-to-mitigate-special-education-disproportionality-by-dr-edward-fergus/ (accessed January 30, 2023).
Publication Date 2024
Significant Disproportionality: For Families and Communities
This two-page document designed for family and community members articulates the value that the Office of Special Education Programs places on involving affected communities such as children with disabilities and their families, educators, education agency staff, researchers, policymakers, and advocacy groups in defining criteria for determining significant disproportionality. This ensures that families and community partners have a say in identifying Local Education Agencies (LEAs) with significant disproportionality. Additionally, addressing significant disproportionality requires a comprehensive examination of LEA policies, practices, and procedures, with families and community partners contributing to identifying the causes and solutions for disproportionality.
Citation/Source
Citation: The Data Center for Addressing Significant Disproportionality. 2023. “Significant Disproportionality: For Families and Communities.” https://dcasd.org/resources/SigDisproIntro-Parents.pdf (accessed, June 14, 2024).
Publication Date 2024
Research-Based Strategies for Addressing Disproportionality in Special Education
Students of color, English learners, and those from non-dominant cultures often face disproportionate identification and placement in special education, along with related disciplinary disparities. While special education services are crucial for students with actual disabilities, many students are wrongly referred to special education due to struggles stemming from inadequate education policies and classroom practices that fail to meet their needs. Pedagogical practices based on the dominant culture often lack culturally responsive elements, leading to classrooms that do not reflect or value the sociocultural contexts of these students. This disconnect can impede learning and result in teachers mistakenly perceiving these students as having learning or behavioral issues, prompting inappropriate special education referrals. This brief suggests that district leaders tackle this critical issue by focusing on four key areas:
- Implementing culturally responsive and sustaining policies and practices across all educational settings.
- Enhancing the special education identification process.
- Integrating culturally responsive and sustaining policies and practices specifically in behavior management efforts.
- Developing culturally responsive data literacy among district staff at all levels.
Citation/Source
Citation: Harvey, A. 2023. “Research-Based Strategies for Addressing Disproportionality in Special Education.” Western Educational Equity Assistance Center at WestEd. https://weeac.wested.org/wp-content/uploads/2023/12/Addressing-Disproportionality-in-Special-Education.pdf (accessed, June 14, 2024).
Publication Date 2024
Significant Disproportionality in Special Education: Current Trends and Actions for Impact
Due to bias within the education system (including within assessments and academic and other policies), students of color can be misidentified as needing special education, and are then placed in more restrictive settings and experience harsher discipline because of the intersectionality of race and special education. This brief summarizes the literature and latest research on disproportionality in special education and offers changes in policy and practice that can reduce significant disproportionality in schools.
Citation/Source
Citation: National Center for Learning Disabilities. 2023. Significant Disproportionality in Special Education: Current Trends and Actions for Impact. Washington, DC: National Center for Learning Disabilities.
Publication Date 2024
