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ERIC Number: EJ1155484
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0040-5841
Reframing the Racialization of Disabilities in Policy
Kramarczuk Voulgarides, Catherine; Tefera, Adai
Theory Into Practice, v56 n3 p161-168 2017
Racial disproportionality in special education is a deep seated and complex educational inequity plaguing the United States educational system. In this article we outline how the Individuals with Disabilities Education Act, although a civil rights based legislation, cannot sufficiently address racially disproportionate outcomes in special education. We argue that mandating equity through technical and procedural mandates cannot attend to the sociocultural and social contexts in which policy is appropriated to practice. We outline how symbolic changes to educational practice do not account for the effects of personal biases and the complexities associated with how race manifests in society and within policy mandates. We conclude with recommendations for third order change (Welner, 2001), which challenges practitioners to not just comply with educational policy but, to also reflect on their own capacities, beliefs and understandings of disproportionality within broader social and cultural contexts.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A