Justifying and Explaining Disproportionality, 1968–2008: A Critique of Underlying Views of Culture

TLDR

Special education has advanced, yet students from historically underserved groups remain disproportionately identified, and color‑blind policies can justify this disproportionality and reinforce deficit views. The study analyzes arguments justifying disproportionality, critiques the cultural explanations underlying these arguments, and discusses implications and future directions. The authors examine the arguments that justify disproportionality and critique the cultural views that underlie these explanations.

Abstract

Special education has made considerable advances in research, policy, and practice in its short history. However, students from historically underserved groups continue to be disproportionately identified as requiring special education. Support for color-blind practices and policies can justify racial disproportionality in special education and signal a retrenchment to deficit views about students from historically underserved groups. We respond to these emerging concerns through an analysis of arguments that justify disproportionality. We also identify explanations of the problem and critique the views of culture that underlie these explanations. We conclude with a brief discussion of implications and future directions.