Dismantling Disproportionality: A Culturally Responsive and Sustaining Systems Approach
Dismantling Disproportionality positions disproportionality as not solely a special education issue but, rather, a broader issue of educational inequality. Disproportionality in special education parallels a persistent history of chronic socioeconomic and racial inequalities relating to the country’s history of denying educational opportunities to students of color, multilingual students, students with disabilities, and those at the intersections of these identities.
This book draws on the authors’ experiences as technical assistance providers with the Center for Disproportionality, coupled with the latest research findings on the causes of racial disproportionality in general and special education.
By examining four district case studies, the book shows how each progresses from theory to practice in delivering educational services to all students. The authors conclude that the most effective way to address disproportionality is to use a culturally responsive educational systems approach that critically engages practitioners at the intersection of beliefs, policies, procedures, and practices.
This book is part of the Disability, Culture, and Equity Series by Teachers College Press. It is available for pre-order and will be published on November 25, 2022.
Praise for this Resource
In many school districts throughout the US, the disproportionate placement of children of color in special education classes is widespread, and too often, accepted as ‘normal.’ The same children are also more likely than others to be subjected to punitive discipline, often involving suspension and removal from the classroom. In this important new book, the authors draw upon years of research and experience in working with schools to show that these patterns of exclusion can be disrupted, and that classrooms and schools can become more responsive to the needs of children they presently struggle in serving. The message of this book is hopeful and inspiring. It shows us that by reflecting on our actions and holding ourselves accountable, educators can take action to make schools more just and equitable. Our children deserve nothing less.Pedro A. Noguera, Emery Stoops and Joyce King Stoops Dean, USC Rossier School of Education
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