Sociological Theories of Learning Disabilities

Understanding Racial Disproportionality in Special Education

Bibliographic Data

ID2168199
AuthorsYolanda Anyon (0000-0002-5707-8568, School of Social Welfare, University of California)
Year2009
Volume19
Issue1
Pages44-57
Publication date2009-02-06
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Human Behavior in the Social Environment (JOURNAL)
Journal identifiersISSN: 1091-1359 • E-ISSN: 1540-3556
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10911350802631495
OpenAlexW2088202985
LanguageEN
Citations received9
References cited23

Many researchers have applied sociological theory to concepts of physical disability, leading to the “social model” used by disability advocates and activists, but less work has been done to provide a sociological frame for learning disabilities. Students with learning disabilities have constituted the fastest-growing special education population in public school districts, particularly students of color. Though the overrepresentation of students of color in special education programs is well documented, few efforts have been made to apply sociological theories to expand our understanding of this phenomenon. This article provides an overview of this application to the study of learning disabilities and special education, with particular attention to the disproportionate involvement of minority youth in educational programs for students with disabilities. KEYWORDS: Racial disproportionalityspecial educationover-representationsociological theories

Developmental psychology · Epistemology · Frame (networking · Learning disability · Pedagogy · Phenomenon · Population · Social science · Sociological research · Sociological theory · Sociology · Special education · Disability Education and Employment · Disability Rights and Representation · Education Discipline and Inequality · Psychology

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