Disabled girls of color have unique intersectional schooling experiences. Yet, they are underrepresented in educational research, and often unheard. Grounded in Disability Critical Race Theory and sociocultural learning theory, this study expands current understandings of how academic and social opportunities are afforded or constrained in schools…

Teachers' and practitioners' pedagogical practices also have legal professional responsibilities and regulations to adhere to under the Individuals with Disabilities Education Act. We understand the former as the policy master narrative that can reify inaccessibility in the classroom. We take a paradigmatic shift focusing on "storying"…

Public education in the United States has consistently and persistently failed significant numbers of students of color labeled with dis/abilities in terms of providing a quality education that leads to graduation. DisCrit theory provides a lens for understanding the impact of students' intersectional, marginalized identities of race and…

The purpose of this study is to examine how the perceptions of school climate, specifically school relationships, differ for Black girls with and without an individualized education plan (IEP) as compared to their peers. The study utilized survey responses from high school students in a Georgia school district who participated in the 2020 Georgia…

Background/Context: One of the most complex and systemic challenges U.S. public schools face is the disproportionate identification of multilingual learners in special education. Currently, students with multidimensional identities are often trapped in ambiguous and contradictory education policies and practices that contribute to both under- and…

In this article, we present DisCrit-informed person-centered strategies to reframe inclusive education in Italy through an equity lens. Our aim is to provide teachers in mainstream primary schools with practices that inform the design and implementation of Individualized Education Programs and "Piano Didattico Personalizzato"…

As early as 1954, families of children who had been segregated into separate spaces fought and succeeded in having their concerns heard in the landmark Supreme Court case, "Brown v. Board of Education." In 1975, P.L. 94-142, "Education for the Handicapped Children Act" (EAHCA) was important because it exposed the history of…

We center the voice of Dwyan Moore, a Black 12-year-old boy, during his transition of being diagnosed with a learning dis/Ability. We do so to grapple with the problem of disproportionate representation in special education along race and dis/Ability, with particular attention to educational leadership. Disproportionate representation is a…

This paper reconsiders the concept of "inclusion" by examining conceptions of "totality/wholeness," while exploring conflicts and dilemmas among various actors across the boundaries between the formal and non-formal in the Japanese public education system. Referencing the process surrounding the enactment of the new law on…

The University of Washington's (UW) "Access to Informal STEM Learning (AccessISL)" project employs a student-centered approach and potentially transformative practices that embrace the social model of disability, social justice education, disability as a diversity issue, intersectionality, and universal design. A leadership team of…

This qualitative research study explored current graduate students with disabilities personal and academic experiences. The three theoretical frameworks utilized were Disability Studies in Education (DSE), intersectionality and Disability Critical Race Theory (DisCrit) to connect how race, gender, sexual orientation, and disability identities…

This book offers critical discussion of developing inclusive theory, practice, and policy that supports the needs and experiences of adult learners within higher education settings in the UK. The first part of the book shares the research of authors, all who have lived experience of their area of expertise, and the experiences and needs of adult…

Educators and school staff often overlook students with intellectual disabilities and students who are LGBTQ+ within public schools. They recognize even less students who identify in both these areas. The purpose of this study is to add to a small pool of research about how to best support students with intellectual disabilities who are gender…

This zine represents a large community project done with the collaboration of Waterloo's NAACP Education Chapter, ASK (Access for Special Kids) Resource Center, community members, caregivers, college students, and faculty. The importance of this zine was to highlight the work from town hall meetings and caregiver interviews, but also show…

The overrepresentation of Black students in special education, particularly in the most restrictive educational placements, is well documented in the literature. In addition, Black students are disproportionately placed into far more segregated educational spaces than their same-aged White peers with similar dis/ability labels. With limited…