Equity, parental/caregiver ‘Power,’ and disability policy in the U.S. Context
Bibliographic Data
| ID | 21695083 |
|---|---|
| Authors | Catherine Kramarczuk Voulgarides (0000-0002-7649-8058, Hunter College, New York, NY, USA, corresponding author) |
| Year | 2024 |
| Volume | 28 |
| Issue | 4 |
| Pages | 326-343 |
| Publication date | 2024-03-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2021.1937345 |
| OpenAlex | W3176178692 |
| Language | EN |
| Citations received | 5 |
| References cited | 24 |
The purpose of this article is to compel educators to think critically about how the Individuals with Disabilities Education Act (IDEA), a prominent school-based legislation in the United States, and caregiver/parental participation relate to each other and to equity in special education outcomes. I use two illustrative case studies to show how educator’s decisions about students, their use of disability policy, and their subsequent interactions with caregivers/parents result in vastly different outcomes for two young boys with a disability, one white and one Black. I outline how the racialized local context of the suburban, primarily white, and wealthy school district of study shaped understandings of difference that influenced how educators related to caregivers/parents, how they determined what was a viable caregiver/parental request for educational services, and how they subsequently leveraged educational resources to meet student needs based on these assumptions. In doing so, I engage with the following overarching question: How do contextual influences affect educators’ understandings of what is a viable caregiver/parental request when providing services to students with disabilities? I end with a critical discussion about the presumed benevolence of special educators and special education systems
Developmental psychology · Educational Equity · Legislation · Pedagogy · Political science · Special education · Collaborative Teaching and Inclusion · Family and Disability Support Research · Parental Involvement in Education · Psychology · Social Psychology
Unequal Access
Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality
I almost feel like they don’t want me to say anything at all’
Special Education Racial Inequity and the Educational Debt
Understanding policy reverberations across the educational ecosystem to effectuate change
Distinguishing Disability
Unequal Childhoods
Racial Formation in the United States
Whose culture has capital? A critical race theory discussion of community cultural wealth
Individualized Educational Plan (IEP) Meetings and Mexican American Parents
Improving Parental Involvement
Facilitating en/counters with special education’s cloak of benevolence in professional learning to eliminate racial disproportionality in special education
Who “Owns” Dis/ability? The Cultural Work of Critical Special Educators as Insider–Outsiders
At the Intersection of Silencing and Voice
From Social Ties to Social Capital
Dis/ability critical race studies (DisCrit)
Avoiding Us versus Them
The Power of Parent Engagement
Moments of Social Inclusion and Exclusion Race, Class, and Cultural Capital in Family-School Relationships
Legal Ambiguity and Symbolic Structures
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |