African American students and other students of color in special education

Handbook of Urban Education

Volumn , Issue , 2013, Pages 271-284

  Blanchett, Wanda J ^a  

^a UNIVERSITY OF MISSOURI KANSAS CITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85064366697     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203094280     Document Type: Chapter

References (40)

1. Applied Research Center. (2006). Historical timeline of education in the United States. Retrieved from http://www.arc.org/content/view/100/48/
2. Artiles, A. J., & Trent, S. C. (1994). Overrepresentation of minority students in special education: A continuing debate. The Journal of Special Education, 27, 410–437.
3. Artiles, A. J., Kozleski, E. B., Trent, S. C., Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968–2008: A critique of underlying views of culture. Exceptional Children, 76 (3), 279–299.
4. Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., Wang, X., & Zhang, J. (2012). The Condition of Education 2012 (NCES 2012–045). U.S. Department of Education, National Center for Education Statistics. Washington, DC. Retrieved from http://nces.ed.gov/pubsearch
5. Berlak, H. (2007). Race and the achievement gap. Rethinking Schools, 15 (4). Retrieved from http://www.rethinkingschools.org/archive/15_04/Race154.shtml
6. Blackorby, J., & Wagner, M. (1996). Longitudinal post-school outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62 (5), 399–413.
7. 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.
8. Blanchett, W. J. (2009). A retrospective examination of urban education: From Brown to the resegregation of African Americans in special education—it is time to “go for broke.” Urban Education, 44 (4), 370–388.
9. Blanchett, W. J., Klingner, J., & Harry, B. (2009). The intersection of race, culture, language and disability: Implications for urban education. Urban Education, 44 (4), 389–409.
10. Blanchett, W. J. (2010). Telling it like it is: The role of race, class, & culture in the perpetuation of learning disability as a privileged category for the White middle class. Disability Studies Quarterly, 30 (2). Retrieved from http://dsq-sds.org/article/view/1233/1280
11. Blanchett, W. J., Mumford, V., & Beachum, F. (2005). Urban school failure and disproportionality in a post- Brown era: Benign neglect of students of color’s constitutional rights. Remedial and Special Education, 26 (2), 70–81.
12. Blanchett, W. J., & Shealey, M. W. (2005). The forgotten ones: African American students with disabilities in the wake of Brown. In D. N. Byrne (Ed.), Brown v. Board of Education: Its Impact on Public Education 1954–2005. Thurgood Marshall Scholarship Fund. Brooklyn, NY: Word for Word.
13. Brantlinger, E. (2003). Dividing classes: How the middle class negotiates and rationalizes school advantage. New York, NY: RoutledgeFalmer.
14. Chamberlain, S. P. (2005). Issues of overrepresentation and educational equity for culturally and linguistically diverse students. Intervention in School and Clinic, 41, 110–113.
15. Civil Rights Project, The. (2001). Discrimination in special education. Cambridge, MA: The Civil Rights Project, Harvard University.
16. Dunn, L. M. (1968). Special education for the mildly retarded: Is much of it justifiable? Exceptional Children, 35, 5–22.
17. Gatto, J. (2005). Dumbing us down: The hidden curriculum of compulsory schooling. Gabriola Island, British Columbia: New Society.
18. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.
19. Harry, B., & Anderson, M. G. (1995). The disproportionate placement of African American males in special education programs: A critique of the process. Journal of Negro Education, 63 (4), 602–619.
20. Hilliard, A. G. (1992). Behavioral style, culture, and teaching and learning. Journal of Negro Education, 61 (3), 370–377.
21. Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) H.R.1350. Retrieved from http://thomas.loc.gov/cgi-bin/query/z?c108:h.1350.enr
22. Irvine, J. J. (2012). Complex relationships between multicultural education and special education: An African American perspective. Journal of Teacher Education, 63 (4), 268–274.
23. Kozol, J. (1992). Savage inequalities. New York, NY: HarperCollins.
24. Larry P. v. Riles. (1979). C-71–2270, FRP. Dist. Ct.
25. LeRoy, B., & Kulik, N. (2003). “Who’s there?” Students in inclusive education settings. TASH Connections, 29 (19), 26–28.
26. Losen, D. J., & Orfield, G. (2002). Racial inequity in special education. Cambridge, MA: Harvard Education Press.
27. Mercer, J. R. (1973). Labeling the mentally retarded. Berkeley, CA: University of California Press.
28. Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2012). Are minority children disproportionately represented in early intervention and early childhood special education? Educational Researcher, 41 (9), 339–351.
29. Orfield, G., Kucsera, J., & Siegel-Hawley, G. (2012). E pluribus. separation: Deepening double segregation for more students. The Civil Rights Project, UCLA. Retrieved from http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/mlk-national/e-pluribusseparation-deepeningdouble-segregation-for-more-students/orfield_ePluribus_executive_2012.pdf
30. Orfield, G. & Lee, C. (2007). Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies. The Civil Right Project, UCLA. Retrieved from http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/historic-reversals-accelerating-resegregation-andthe-need-for-new-integration-strategies-1/orfield-historic-reversals-accelerating.pdf
31. Orfield, G., & Lee, C. (2004). Brown at 50: King’s Dream or Plessy’s Nightmare? Cambridge, MA: The Civil Rights Project, Harvard University.
32. Patton, J. M. (1998). The disproportionate representation of African Americans in special education: Looking behind the curtain for understanding and possible solutions. The Journal of Special Education, 32, 25–31.
33. President’s Commission on Excellence in Special Education. (2002). President’s Commission on Excellence in Special Education report: A new era: Revitalizing special education for children and their families. Washington, DC: Author.
34. Robinson, L., & Grant-Thomas, A. (2004). Race, place, and home: A civil rights and metropolitan opportunity agenda. Cambridge, MA: The Civil Rights Project, Harvard University.
35. Sleeter, C. E. (1987). Why is there learning disabilities? A critical analysis of the birth of the field with its social context. In T. S. Popkewitz (Ed.), The foundations of the school subjects (pp. 210–237). London, UK: Palmer Press.
36. Seigel-Hawley, G., & Frankenberg, E. (2012). Southern slippage: Growing school segregation in the most desegregated region of the country. Los Angeles, CA: The Civil Rights Project, UCLA.
37. Springs, J. (2005). American education. New York, NY: McGraw-Hill.
38. U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2011). 30th annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2008. Washington, DC: Author.
39. Williams, E. R. (2008). Unnecessary and unjustified: African-American parental perceptions of special education. Educational Forum, 71 (3), 250–261.
40. Zion, S., & Blanchett, W. J. (2011). [Re] conceptualizing inclusion: Can critical race theory and interest convergence be utilized to achieve inclusion and equity for African American students? Teachers College Record, 113 (10), 2186–2205.