Students in Special Education

Ford, Donna Y.; Whiting, Gilman W.; Goings, Ramon B.; Robinson, Shawn Anthony

doi:10.1002/9781118768778.ch7

Cited by 6 publications

(2 citation statements)

References 35 publications

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“…Black youth are more likely to attend under-resourced schools segregated by race and class than their white peers (Knight 2017). Black youth are also more likely to be taught by inexperienced teachers (Knight 2017), be placed in special education classrooms (Ford et al 2017), excluded from advanced academic courses (Ford et al 2017), suspended or expelled from school (Gregory, Skiba, and Noguera 2010;Howard 2013), and have teachers with lower academic and behavioral expectations for them than their non-Black peers (Ford et al 2017;Milner 2012). The disparate outcomes for Black students have contributed to many Black families' distrust of public education, thereby keeping them from seeking services to support BYEH.…”

Section: Public-school Systemsmentioning

confidence: 99%

Young, Black, successful, and homeless: examining the unique academic challenges of Black students who experienced homelessness

Edwards

2020

Journal of Children and Poverty

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Youth homelessness is a growing crisis impacting urban high schools across the United States. Black youth, in particular, are disproportionately affected. While the McKinney-Vento Homeless Assistance Act is designed to provide educational access to students experiencing homelessness, the extent to which the policy supports Black students is unclear. This qualitative study uses structural racism as an analytic framework to examine the narratives of eight Black youth who successfully graduated high school while experiencing homelessness. Findings show that being Black and experiencing homelessness creates unique challenges for accessing resources under the McKinney-Vento Homeless Assistance Act. Participants identified hostile racial climates at school as a common deterrent from disclosing their homeless status to adults at school, thereby restricting their access to federal support. The findings suggest the need for race-conscious language and interventions to be included in the McKinney-Vento Homeless Assistance Act. Additionally, the author urges more researchers studying youth homelessness to use a critical racial lens to address the racial knowledge gap that exists in the current literature on student homelessness.

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Section: Public-school Systemsmentioning

confidence: 99%

Young, Black, successful, and homeless: examining the unique academic challenges of Black students who experienced homelessness

Edwards

2020

Journal of Children and Poverty

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“…An extensive body of literature indicates that students of color are overrepresented in special education and underrepresented in gifted classes (Balfanz, Byrnes, & Fox, 2015;Ford, , 2016. Research indicates that students of color are more likely to be identified in high-incidence categories, including (a) being emotionally disturbed; (b) having a learning disability; (c) having an intellectual disability; and (d) having developmental issues (Ford, 2012;Ford, Whiting, Goings, & Robinson, 2017). These high-incidence categories are often ascribed to Black children, but White students are often deemed as not requiring remediation.…”

Section: Special Education Discipline and Black Studentsmentioning

confidence: 99%

Black Students in Handcuffs: Addressing Racial Disproportionality in School Discipline for Students with Dis/abilities

King

Hines

Ford

2018

Teachers College Record: The Voice of Scholarship in Education

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Although there are federal protections for students with dis/abilities under the Individuals with Disabilities Education Act (IDEA) 1975, Black students with and without dis/abilities continue to be suspended and expelled at rates that exceed their peers. Still, there is limited research on how Black girls and Black boys are disciplined across suspension types, and based on their identification for special education services. The purpose of this article is to examine the overrepresentation of Black girls and Black boys with and without dis/abilities and to determine, using a quantifiable percentage, how the overrepresentation of Black students for in-school and out-of-school suspension can be eradicated. We use data from the U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection 2011–2012 to examine equity (justice and fairness) in disciplinary referrals using state-by-state and regional data. Using an equity formula, we analyzed national data to determine the magnitude of Black females’ and Black males’ overrepresentation in in-school and out-of-school suspensions for students with and without dis/abilities. This study indicates that Black females with dis/abilities had the highest rate of overrepresentation in the Midwest in in-school and out-of-school suspension. In comparison, Black males experienced a greater representation in in-school suspension. Regardless of geographic area Black girls and Black boys are continuously being overrepresented in disciplinary punishments. To end the over-representation of Black girls and Black boys in in-school and out-of-school suspensions, schools and policy makers must collaborate with communities of color, eliminate teacher implicit and explicit racial biases, and discontinue racially punitive school policies.

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Moving Beyond the Ableist Roots of Educational Psychology: Audit of the Field and a Path Forward

2022

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Students in Special Education

Cited by 6 publications

References 35 publications

Young, Black, successful, and homeless: examining the unique academic challenges of Black students who experienced homelessness

Young, Black, successful, and homeless: examining the unique academic challenges of Black students who experienced homelessness

Black Students in Handcuffs: Addressing Racial Disproportionality in School Discipline for Students with Dis/abilities

Moving Beyond the Ableist Roots of Educational Psychology: Audit of the Field and a Path Forward

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