The Implications of Disproportionate Individualized Education Plan Classifications in New York City Schools

Abstract

Over- and under-representation of students of color within disability classifications is a nationwide phenomenon that has a major impact on students’ ability to thrive in school and is especially prevalent in New York City Department of Education schools. The present paper uses a Dis/Crit framework to analyze this phenomenon, revealing that disproportionality of disability classification is a symptom of underlying racism and ableism in the education system. Despite the relatively recent addition of policy to address both racial and disability discrimination in schools, students continue to experience inequitable educational opportunity both because of their race and their ability.