TY - JOUR
T1 - Justifying and explaining disproportionality, 1968-2008
T2 - A critique of underlying views of culture
AU - Artiles, Alfredo
AU - Kozleski, Elizabeth B.
AU - Trent, Stanley C.
AU - Osher, David
AU - Ortiz, Alba
PY - 2010/1/1
Y1 - 2010/1/1
N2 - Special education has made considerable advances in research, policy, and practice in its short history. However, students from historically underserved groups continue to be disproportionately identified as requiring special education. Support for color-blind practices and policies can justify racial disproportionality in special education and signal a retrenchment to deficit views about students from historically underserved groups.We respond to these emerging concerns through an analysis of arguments that justify disproportionality. We also identify explanations of the problem and critique the views of culture that underlie these explanations. We conclude with a brief discussion of implications and future directions.
AB - Special education has made considerable advances in research, policy, and practice in its short history. However, students from historically underserved groups continue to be disproportionately identified as requiring special education. Support for color-blind practices and policies can justify racial disproportionality in special education and signal a retrenchment to deficit views about students from historically underserved groups.We respond to these emerging concerns through an analysis of arguments that justify disproportionality. We also identify explanations of the problem and critique the views of culture that underlie these explanations. We conclude with a brief discussion of implications and future directions.
UR - http://www.scopus.com/inward/record.url?scp=77957959496&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77957959496&partnerID=8YFLogxK
U2 - 10.1177/001440291007600303
DO - 10.1177/001440291007600303
M3 - Article
AN - SCOPUS:77957959496
SN - 0014-4029
VL - 76
SP - 279
EP - 299
JO - Exceptional children
JF - Exceptional children
IS - 3
ER -