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Abstract
Lack of access to general education for students with disabilities, particularly students with extensive support needs, students of color, and students from low-income households, reflects continued educational inequities for multiply marginalized students. Here, we present findings of a geospatial analysis of the intersections of race, socioeconomic status, disability labels, and levels of inclusion for students with disabilities in an urban school district, serving primarily students of color. Findings show trends in segregated placements mirroring historical redlining practices, suggesting the persistence of racial segregation that is enacted systematically and systemically via special education placements, disability categories, and geography. Results suggest the need to examine student-level placement data in the context of race, class, disability label, and space to identify and address inequities in access to inclusive schooling.
Notes
Notes
1 All place and school names have been changed to provide anonymity.
2 We use Indigenous Nation to mask a singular, sovereign nation. The first author consulted with a member of this Nation, who gave guidance on the language we use in this article.
3 Slum was the term used in the 1950s by city officials to justify redlining and targeting areas for urban renewal.
4 We acknowledge our colleagues, Dr. Kishi Animashuan Drucre and Kelsey May, for this particular map.