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

来源：

JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS | 2024年 / 32卷 / 01期

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

页码：36 / 46

页数：11

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