Critical Investigation of Resegregation Patterns in Special Education: Toward an Anti-Racist Special Education Model
Saved in:
| Title: | Critical Investigation of Resegregation Patterns in Special Education: Toward an Anti-Racist Special Education Model |
|---|---|
| Language: | English |
| Authors: | Nicholas S. Bell (ORCID |
| Source: | Exceptional Children. 2026 92(2):182-204. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Early Childhood Education Preschool Education |
| Descriptors: | Special Education, School Resegregation, Racism, Models, Disproportionate Representation, Student Experience, Prevention, Critical Race Theory, Children, Surveys, Longitudinal Studies, African American Students, Hispanic American Students, Intervention, Equal Education, Minority Group Students, Elementary Secondary Education, Preschool Education, Racial Identification, Ethnicity |
| Assessment and Survey Identifiers: | Early Childhood Longitudinal Survey |
| DOI: | 10.1177/00144029251358720 |
| ISSN: | 0014-4029 2163-5560 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490676 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| 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. |
|---|---|
| ISSN: | 0014-4029 2163-5560 |
| DOI: | 10.1177/00144029251358720 |
