The intersection of race, culture, language, and disability: Implications for urban education

Urban Education

Volumn 44, Issue 4, 2009, Pages 389-409

  Blanchett, Wanda J ^a   Klingner, Janette K ^b   Harry, Beth ^c  

^a UNIVERSITY OF COLORADO   (United States)

^b UNIVERSITY OF COLORADO   (United States)

^c UNIVERSITY OF MIAMI   (United States)

Author keywords

Culture; Disability; Language; Race; Special education; Urban education

Indexed keywords

EID: 70349210872     PISSN: 00420859     EISSN: None     Source Type: Journal    
DOI: 10.1177/0042085909338686     Document Type: Article

References (64)

1. Artiles, A. J., Rueda, R., Salazar, J., & Higareda, I. (2005). Within-group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71, 283-300.
2. Ayers, W., & Ford, P. (1996). Chaos and opportunity. In W. Ayers & P. Ford (Eds.), City kids, city teachers: Reports from the front row (pp. 81-90). New York: New Press.
3. Black, M. M., Cohn, J. F., Smull, M. W., & Crites, L. S. (1985). Individual and family factors associated with risk of institutionalization of mentally retarded adults. American Journal of Mental Deficiency, 90(3), 271-276.
4. Blanchett, W. J. (2006). Disproportionate representation of African Americans in special education: Acknowledging the role of White privilege and racism. Educational Researcher, 35(6), 24-28.
5. Blanchett, W. J., Mumford, V., & Beachum, F. (2005). Urban school failure and disproportionality in a post-Brown era: Benign neglect of the constitutional rights of students of color. Remedial and Special Education, 26(2), 70-81.
6. Blau, P., & Duncan, O. D. (1967). The American occupational structure. New York: John Wiley.
7. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
8. Bradley, R., Danielson, L., & Hallahan, D. (2002). Identification of learning disabilities: Research to practice. Mahwah, NJ: Lawrence Erlbaum.
9. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513-531.
10. Bullivant, B. M. (1993). Culture: Its nature and meaning for educators. In J. A. Banks & A. M. Banks (Eds.), Multi-cultural education: Issues and perspectives (pp. 27-46). Boston: Allyn & Bacon.
11. Chamberlain, S. P. (2005). Issues of overrepresentation and educational equity for culturally and linguistically diverse students. Intervention in School and Clinic, 41(2), 110-113.
12. Children's Defense Fund. (1974). Children out of school in America. Washington, DC: Author.
13. Donovan, S., & Cross, C. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
14. Dreier, A. E. & Meers, E. B. (2003). A Closer look at the Decisions. American Council on Education. Retrieved from http://www.acenet.edu/AM/Template.cfm?Section=Home&CONTENTID=13874&TEMPLATE=/CM/ContentDisplay.cfm
15. Dunn, L. (1968). Special education for the mildly retarded: Is much of it justifiable? Exceptional Children, 35, 5-22.
16. Ferri, B. A., & Connor, D. (2005). Tools of exclusion: Race, disability and (re)segregated education. Teachers College Record, 107, 453-474.
17. Fierros, E. G., & Conroy, J. W. (2002). Double jeopardy: An exploration of restrictiveness and race in special education. In D. Losen & G. Orfield (Eds.), Racial inequity in special education (pp. 39-70). Cambridge, MA: Harvard Education Press.
18. Ford, A., Blanchett, W., & Brown, L. (2006). Teacher education and students with significant disabilities: Revisiting essential elements (COPSSE Document No. 1B-11). Gainesville: University of Florida, Center on Personnel Studies in Special Education.
19. Fraser, S. (Ed.). (1995). The bell curve wars: Race, intelligence, and the future of America. New York: Basic Books.
20. Gammon, E. (2000). Examining the needs of culturally diverse rural caregivers who have adults with severe developmental disabilities living with them. Families in Society, 81, 174-185.
21. Gergen, K. J. (1994). Realities and relationships: Soundings in social construction. Cambridge: Harvard University Press.
22. Gould, S. J. (1981). The mismeasure of man. New York: W. W. Norton.
23. Gutierrez, K. D., Asato, J., Santos, M., & Gotanda, N. (2002). Backlash pedagogy: Language and culture and the politics of reform. Review of Education, Pedagogy, & Cultural Studies, 24, 335-351.
24. Harris, S. L. (1996). Serving families of children with developmental disabilities: Reaching diverse populations. Special Services, 12, 79-86.
25. Harry, B. (1992). Restructuring the participation of African American parents in special education. Exceptional Children, 59, 123-131.
26. Harry, B., Kalyanpur, M., & Day, M. (1999). Building cultural reciprocity with families: Case studies in special education. Baltimore, MD: Brookes.
27. Harry, B., & Klingner, J. K. (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York: Teachers College Press.
28. Hayden, M., & DePaepe, P. (1994). Waiting for community services: The impact on persons with mental retardation and other developmental disabilities. In M. Hayden & B. Abery (Eds.), Challenges for a service system in transition: Ensuring quality, community experiences for persons with developmental disabilities (pp. 173-206). Baltimore, MD: Brookes.
29. Heller, K. A., Holtzman, W. H., & Messick, S. (Eds.). (1982). Placing children in special education: A strategy for equity. Washington, DC: National Academy Press.
30. Herrnstein, R. (1994). The bell curve: Intelligence and class structure in American life. New York: Free Press.
31. Hilliard, A. G., III. (1994). What good is this thing called intelligence and why bother to measure it? Journal of Black Psychology, 20, 430-444.
32. Hilliard, A. G., III. (1995). Either a paradigm shift or no mental measurement: The nonscience and nonsense of the Bell Curve. Psych Discourse, 76(10), 6-20.
33. Jacob-Timm, S., & Hartshorne, T. S. (1998). Ethics and law for school psychologists. New York: John Wiley.
34. Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building reciprocal familyprofessional relationships. Baltimore, MD: Brookes.
35. Klingner, J. K., Artiles, A. J., Kozleski, E., Harry, B., Zion, S., Tate, W., et al. (2005). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Education Policy Analysis Archives, 13(38), 1-39.
36. Klingner, J. & Blanchett, W. J, & Harry, B. (2007). Race, Culture,and Developmental Disabilities. In S. L. Odom, R. H.Horner, M. Snell, & J. Blacher (Ed.), In the Handbook on Developmental Disabilities. Guilford Press.
37. Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Crown.
38. Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Crown.
39. LeRoy, B., & Kulik, N. (2003). The demography of inclusive education. Detroit, MI: Developmental Disabilities Institute.
40. Losen, D. J., & Orfield, G. (Eds.). (2002). Racial inequity in special education. Cambridge, MA: Harvard University Press.
41. MacMillan, D. L., & Reschly, D. J. (1998). Overrepresentation of minority students: The case for greater specificity or reconsideration of the variables examined. The Journal of Special Education, 32, 15-24.
42. Mary, N. L. (1990). Reactions of Black, Hispanic, and White mothers to having a child with handicaps. Mental Retardation, 28(1), 1-5.
43. Mercer, J. (1973). Labeling the mentally retarded. Berkeley: University of California Press.
44. National Center for Education Statistics. (2005). The condition of education 2005. Retrieved November 30, 2005, from http://nces.ed.gov/programs/coe/press/COE_2005_highlights.pdf
45. O'Connor, C. (2002). Black women beating the odds from one generation to the next: How the changing dynamics of constraint and opportunity affect the process of educational resilience. American Educational Research Journal, 39, 855-903.
46. O'Connor, C., & DeLuca Fernandez, S. (2006). Race, class, and disproportionality: Reevaluating the relationship between poverty and special education placement. Educational Researcher, 35(6), 6-11.
47. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
48. Orfield, G., Frankenberg, E. D., & Lee, C. (2003). The resurgence of school segregation. Educational Leadership, 60(4), 16-20.
49. Oswald, D. P., Coutinho, M. J., Best, A. M., & Singh, N. (1999). Ethnic representation in special education: The influence of school-related economic and demographic variables. The Journal of Special Education, 32, 194-206.
50. Prasse, D., & Reschly, D. (1986). Larry P.: A case of segregation, testing, or program efficacy? Exceptional Children, 52, 333-346.
51. Reichard, A., Sacco, T. M., & Turnbull, R. (2004). Access to health care for individuals with developmental disabilities from minority backgrounds. Mental Retardation, 42, 459-470.
52. Reid, D. K., & Knight, M. G. (2006). Disability justifies exclusion of minority students: A critical history grounded in disability studies. Educational Researcher, 35(6), 18-23.
53. Rueda, R., Monzo, L., Blacher, J., Shapiro, J., & Gonzalez, J. (2005). Cultural models and practices regarding transition: A view from Latina mothers of young adults with developmental disabilities. Exceptional Children, 71, 401-414.
54. Samuda, R. J. (1998). Psychological testing of American minorities: Issues and consequences(2nd ed.). Thousand Oaks, CA: Sage.
55. Sewell, W. H., Haller, A. O., & Portes, A. (1969). The educational and early occupational attainment process. American Sociological Review, 34, 82-92.
56. Skiba, R. J., Poloni-Staudinger, L., Simmons, A. B., Feggins, L. R., & Chung, C. G. (2005). Unproven links: Can poverty explain ethnic disproportionality in special education? The Journal of Special Education, 39(3), 130-144.
57. Sleeter, C.E. (1986). Learning disabilities: The social construction of a special education category. Exceptional Children, 53, 46-54. Reprinted in S.B. Sigmon (Ed.) Critical voices in special education. Albany: SUNY Press, 1990, 21-34.
58. Steele, C., Perry, T., & Hilliard, A., III. (2004). Young, gifted, and Black: Promoting high achievement among African American students. Boston: Beacon Press.
59. Stuebing, K. K., Fletcher, J. M., LeDoux, J. M., Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2002). Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal, 39, 469-518.
60. Traustadottir, R., Lutfiyya, Z. M., & Shoultz, B. (1994). Community living: A multicultural perspective. In M. Hayden & B. Abery (Eds.), Challenges for a service system in transition: Ensuring quality community experiences for persons with developmental disabilities (pp. 405-426). Baltimore, MD: Brookes.
61. U.S. Department of Education. (2003). To assure the free appropriate public education of all children with disabilities. In Twenty-fifth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
62. U.S. Department of Education. (2004). To assure the free appropriate public education of all children with disabilities: Twenty-fourth annual report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
63. Vellutino, F. R., Scanlon, D. M., & Lyon, G. R. (2000). Differentiating between difficult-toremediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33, 223-238.
64. Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32.