| Owner: |
Nicholas S. Bell
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| Owner Email: |
nicholas.bell@uconn.edu
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| Paper Title: |
Critical Investigation of Overrepresentation: Developing an Equitable, Antiracist Special Education Model
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| Session Title: |
Rethinking Teacher Education Policy and Its Impact on Student Learning
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| Paper Type: |
Paper
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| Presentation Date: |
4/16/2023
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| Presentation Location: |
Chicago, IL
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| Descriptors: |
Mixed Methods, Social Justice, Special Education
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| Methodology: |
Mixed Method
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| Author(s): |
Nicholas Steven Bell, University of Delaware; Donna Y. Ford, The Ohio State University; Roderick L. Carey, University of Delaware; LaRon A. Scott, University of Virginia; Zachary K. Collier, University of Connecticut
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| Unit: |
Division K - Teaching and Teacher Education
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| Abstract: |
The overrepresentation of Black, Latinx, and Emerging Bilingual students in special education has been a longstanding concern in the United States. Educational policies have mandated action to address this historical issue. However, these policies have not had the desired impact. Therefore, we conducted a critical investigation of overrepresentation. Using a transformative mixed-methods framework, we synthesized quantitative and qualitative findings to develop overall findings: a) unjust special education referrals; b) oppression in the fabric of the special education; and c) overcoming oppression in special education. Our investigation raises questions about the usefulness of special education in its current form. Culminating from this research is a justice-based, anti-racist special education model that challenges the inequitable practices and policies of special education.
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| DOI: |
https://doi.org/10.3102/2010823
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