A DisCrit Critique of Practices for Youth With or At Risk of Emotional and Behavioral Disorders

被引:1
作者
Liang, Christopher T. H. [1 ,3 ]
Rosati, Sarah A. A. [2 ]
Fluharty, Matthew [2 ]
Gabrilowitz, Rachel [2 ]
Carter, Devon [1 ]
Mui, Vivian [1 ]
Kern, Lee [1 ]
Freeman, Jennifer [2 ]
机构
[1] Lehigh Univ, Bethlehem, PA 18015 USA
[2] Univ Connecticut, Storrs, CT USA
[3] Lehigh Univ, Coll Educ, 111 Res Dr, Bethlehem, PA 18015 USA
关键词
DisCrit; emotional and behavioral disorders; multiply-marginalized; disproportionality; SPECIAL-EDUCATION; SCHOOL; DISPROPORTIONALITY; DISCIPLINE; STUDENTS; ACHIEVEMENT; OUTCOMES; EQUITY; TERMINOLOGY; EXPERIENCES;
D O I
10.1177/10634266221141064
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
Disproportionality persists with regard to the labeling of students with emotional and behavioral disorders (EBD). A blending of critical race theory and disability studies, or DisCrit, provides a framework to examine disproportionality. In this article, a DisCrit mindset is applied to examine how racism and ableism intersect to disproportionately marginalize children of color. A critique of assessment practices, as well as the EBD definition, from a DisCrit perspective is offered to strengthen approaches for equity. We end with recommendations for educational practices and policies and suggest areas for future research.
引用
收藏
页码:36 / 46
页数:11
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