Chapter 7: “Makin’ a Way Out Of No Way”: Forging a Path in Urban Special Education Research

It is well documented that students living in poverty and those from ethnically diverse backgrounds receive the least qualified teachers and consequently are subject to inequitable educational experiences which result in being placed at greater risk for referral and placement in special education (Artiles, Harry, Reschly, & Chinn, 2002; Artiles & Trent, 1994; Darling-Hammond, 2001). Since the inception of special education, ethnically diverse students have been overrepresented in certain programs in special education and underrepresented in programs for the gifted and talented (Artiles & Trent, 1994; Blanchett, 2006; Dunn, 1968; Ford & Harmon, 2001). Additionally, the special education programs which have predominately served students from ethnically diverse backgrounds, specifically African Americans, represent the most segregated and restricted settings in schools (Harry, 1994; Losen & Orfield, 2002). Further, historically post-school outcomes for students with disabilities, particularly those served in moderate to severe programs, is dismal and in light of the current standards-based reform movement this trend is likely to continue (Blanchett, Mumford, & Beachum, 2005). This is the backdrop from which two National Academy of Sciences panels examined the problem of disproportionate representation (National Research Council [NRC], 2002). As a result of findings from these reports in addition to the work of scholars committed to issues of social justice and equity, there is a growing movement in the field of education advocating for a revamping of special education to include an examination of the dichotomy of disability and diversity which includes specifically addressing the referral and placement process, curriculum and instruction, and the role of family and community engagement.