Disproportionality and Equity

For many years, U.S. public schools have reported a disproportionately high rate of students from historically marginalized groups who’ve been placed in special education programs, despite not having a disability. Even those with identified disabilities may find themselves placed in overly restrictive environments because educators have attributed behaviors related to family conditions and socioeconomic status to the disability. This course is designed to explore disproportionality and equity in special education and what educators can do to change the system. Topics covered include the history and implications of disproportionality in the U.S. public school system; strategies that educators can and should implement to promote equity; and the seven principles for successful family-practitioner partnerships.