ERIC Number: EJ1091740
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Tracking Inequality 60 Years after "Brown": Does Policy Legitimize the Racialization of Disability?
Cavendish, Wendy; Artiles, Alfredo J.; Harry, Beth
Multiple Voices for Ethnically Diverse Exceptional Learners, v14 n2 p30-40 Fall 2014
The "Brown" decision laid the foundation for accountability provisions in the Individuals with Disabilities Education Act (1997, 2004) that require reporting of overrepresentation of students of color in special education. This article examines the issues surrounding this equity-focused legal reform that prioritized disproportionate representation. Drawing from interdisciplinary theories that target socio-historical and cultural underpinnings of power in a racially stratified society, we present a critique of federal policy implementation, with a particular focus on the lack of federal definitions and methods of reporting disproportionality. Using IDEA state compliance reports, we review states' definitions of "significant" disproportionality and methods of disproportionality calculations. We posit that federal compliance reporting on disproportionality limits meaningful approaches to addressing the inequities inherent in school systems.
Descriptors: Desegregation Litigation, School Desegregation, Federal Legislation, Educational Legislation, Disabilities, Equal Education, Minority Group Students, Disproportionate Representation, Special Education, Educational Policy, Public Policy, Compliance (Legal), Reports
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 615 E 52nd Street Suite 347, University of Missouri-Kansas City, Kansas City, MO 64110. Tel: 816-235-2401; Fax: 816-235-2260; e-mail: email@example.com; Web site: http://multiplevoicesjournal.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Brown v Board of Education; Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A