Critical Investigation of Resegregation Patterns in Special Education: Toward an Anti-Racist Special Education Model.
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| Title: | Critical Investigation of Resegregation Patterns in Special Education: Toward an Anti-Racist Special Education Model. |
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| Authors: | Bell, Nicholas S. (AUTHOR), Ford, Donna Y. (AUTHOR), Carey, Roderick L. (AUTHOR), Collier, Zachary (AUTHOR), Eisenman, Laura (AUTHOR), Scott, LaRon (AUTHOR), Vélez, Verónica N. (AUTHOR) |
| Source: | Exceptional Children. Jan2026, Vol. 92 Issue 2, p182-204. 23p. |
| Subjects: | Special education, Black students, Inclusive education, Race discrimination, Educational equalization, Teacher influence, Hispanic American students, Critical race theory |
| Geographic Terms: | United States |
| Abstract: | The resegregation (i.e., overrepresentation) of Black and Latinx students in special education is a longstanding concern of scholars, researchers, and policy makers in the United States. Therefore, we conducted a critical investigation to better understand the causes of resegregation, student experiences in special education, and anti-racist actions to prevent resegregation. Using critical race transformative mixed methods for the expressed aim of advancing social and political action, we synthesized quantitative and qualitative findings from research studies to develop three well-grounded themes: (a) educators make unjust special education referrals; (b) students experience injustices in special education; and (c) teachers and students exercise resistance and agency. Culminating from this research, we propose an anti-racist special education model for teacher educators and policy makers to disrupt resegregation, while providing students with the equitable supports and teaching they need to be successful. Our paper concludes with implications for policy, practice, and research. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The resegregation (i.e., overrepresentation) of Black and Latinx students in special education is a longstanding concern of scholars, researchers, and policy makers in the United States. Therefore, we conducted a critical investigation to better understand the causes of resegregation, student experiences in special education, and anti-racist actions to prevent resegregation. Using critical race transformative mixed methods for the expressed aim of advancing social and political action, we synthesized quantitative and qualitative findings from research studies to develop three well-grounded themes: (a) educators make unjust special education referrals; (b) students experience injustices in special education; and (c) teachers and students exercise resistance and agency. Culminating from this research, we propose an anti-racist special education model for teacher educators and policy makers to disrupt resegregation, while providing students with the equitable supports and teaching they need to be successful. Our paper concludes with implications for policy, practice, and research. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00144029 |
| DOI: | 10.1177/00144029251358720 |
