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

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Amanda Cordell

Abstract




Over- and under-representation of students of color within disabilityclassi cations is a nationwide phenomenon that has a major impact onstudents’ 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 disproportionalityof disability classi cation is a symptom of underlying racism and ableismin 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.




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Cordell, A. (2020). The Implications of Disproportionate Individualized Education Plan Classifications in New York City Schools. Columbia Social Work Review, 18(1), 1-11. https://doi.org/10.7916/cswr.v18i1.5925