Justifying and Explaining Disproportionality, 1968–2008: A Critique of Underlying Views of Culture
Open accessAbstract
Special education has made considerable advances in research, policy, and practice in its short history. However, students from historically underserved groups continue to be disproportionately identified as requiring special education. Support for color-blind practices and policies can justify racial disproportionality in special education and signal a retrenchment to deficit views about students from historically underserved groups. We respond to these emerging concerns through an analysis of arguments that justify disproportionality. We also identify explanations of the problem and critique the views of culture that underlie these explanations. We conclude with a brief discussion of implications and future directions.
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Critical barriers including institutionalized processes and interpersonal behaviors collectively heighten anxiety, negative thinking, and stress; place extra demands on working memory and cognitive resources; drain energy available to address tasks; and impact health and learning.
“Critical barriers include both institutionalized processes (e.g., resource allocation, rituals, policies) and interpersonal behaviors (e.g., harassment, micro-aggressions, negative stereotyping, assumptions of prior knowledge) that collectively heighten anxiety, negative thinking, and stress; place extra demands on working memory and cognitive resources; drain energy available to address tasks (e.”
From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Artiles, Kozleski, Trent, Osher, & Ortiz, 2010
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Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability
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Self-citationUntangling the Racialization of Disabilities: An Intersectionality Critique Across Disability Models
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- Authors
- Artiles, A. J., Kozleski, E. B., Trent, S. C., Osher, D., & Ortiz, A.
- Affiliations
- Arizona State University (US)
- University of Virginia (US)
- American Institutes for Research (US)
- The University of Texas at Austin (US)
- Corresponding author
- Artiles, Alfredo J.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2010-04
- Volume
- 76
- Issue
- 3
- Pages
- 279-299
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W2119571761
- Cited by
- 509
- References
- 4
- Citations by year
- 2026: 25 · 2025: 17 · 2024: 29 · 2023: 23 · 2022: 31 · 2021: 37 · 2020: 48 · 2019: 53 · 2018: 27 · 2017: 44 · 2016: 35 · 2015: 26 · 2014: 24 · 2013: 36 · 2012: 28
- FWCI
- 134.43
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Exceptional Children (publishedVersion)
- KU ScholarWorks (The University of Kansas) (submittedVersion, other-oa)
- University of Birmingham Research Portal (University of Birmingham) (submittedVersion)
- Topics
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- racial disproportionality, special education, color-blind policy, deficit views, culture, historically underserved students, student identification
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