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ERIC Number: EJ1251597
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1946-7109
EISSN: N/A
Equity Gaps for Students with Disabilities
Pak, Katie; Parsons, Arianna
Penn GSE Perspectives on Urban Education, v17 Spr 2020
When exploring the achievement of students with disabilities (SWDs) in today's educational context of standards-based reform, scholars typically debate the merits and disadvantages of including SWDs in general education classrooms. Yet these debates in the fields of special education, policy implementation, and standards-based reform are largely silent on the inequitable issues of implicit biases (both systemic and individual) against SWDs who also identify as low-income students of color, particularly in urban classrooms, and how these biases may mitigate the effects of inclusion and differentiation. In this commentary, we contribute to these debates by arguing for an equity-oriented reconceptualization of inclusive and differentiation practices in standards-based classrooms.
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: https://urbanedjournal.gse.upenn.edu
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A