Challenging the ideology of normal in schools

References

• Albrecht, S. F., Skiba, R. J., Losen, D. J., Chung, C., Middelber, L. 2012. Federal Policy on Disproportionality in Special Education: Is it Moving us Forward?. Journal of Disability Policy Studies, 23(1): 14–25. doi: 10.1177/1044207311407917
   Web of Science ®Google Scholar
• Annamma, S. A., Connor, D., Ferri, B. 2013. Dis/ability Critical Race Studies (DisCrit): Theorizing at the Intersections of Race and Dis/ability. Race Ethnicity and Education, 16(1): 1–31. doi: 10.1080/13613324.2012.730511
   Web of Science ®Google Scholar
• Arcia, E. 2006. Achievement and Enrollment Status of Suspended Students: Outcomes in a Large, Multicultural School District. Education and Urban Society, 38(3): 359–369. doi: 10.1177/0013124506286947
   Web of Science ®Google Scholar
• Artiles, A. J. 2009. Re-framing Disproportionality Research: Outline of a Cultural–Historical Paradigm. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2): 24–37.
   Google Scholar
• Artiles, A. J., Ball, A., King Thorius, K. A. 2010. Back to the Future: A Critique of Response to Intervention Views. Theory into Practice, 49(4): 250–257. doi: 10.1080/00405841.2010.510447
   Web of Science ®Google Scholar
• Atkinson, D., Walmsley, J. 1999. Using Autobiographical Approaches with People with Learning Difficulties. Disability & Society, 14(2): 203–216. doi: 10.1080/09687599926271
   Web of Science ®Google Scholar
• Baca, L., Cervantes, H. 2004. The Bilingual Special Education Interface, Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Baglieri, S., Knopf, J. H. 2004. Normalizing Difference in Inclusive Teaching. Journal of Learning Disabilities, 37(6): 525–529. doi: 10.1177/00222194040370060701
   PubMed Web of Science ®Google Scholar
• Ball, E. W., Harry, B. 2010. Assessment and the Policing of the Norm. In The Myth of the Normal Curve, edited by Dudley-MarlingC.GurnA., 105–122. New York: Peter Lang Publishing.
   Google Scholar
• Barton, L. 1993. The Struggle for Citizenship: The Case of Disabled People. Disability, Handicap, & Society, 8(3): 235–48. doi: 10.1080/02674649366780251
   Google Scholar
• Baynton, D. C. 2001. Disability and the Justification for Inequality in American History. In The New Disability History: American Perspectives, edited by LongmoreP.UmanskyL., 33–57. New York: New York University Press.
   Google Scholar
• Bell, D. 1987. And We are not Saved: The Elusive Quest for Racial Justice, New York: Basic Books.
   Google Scholar
• Bell, D. A. 1980. Brown v. Board of Education and the Interest Convergence Dilemma. Harvard Law Review, 93, 518–33. doi: 10.2307/1340546
   Web of Science ®Google Scholar
• Bonilla-Silva, E. 2006. Racism Without Racists: Color-blind Racism and the Persistence of Racial Inequality in America, 3rd ed. Lanham, MD: Rowman & Littlefield Publishers.
   Google Scholar
• Brantlinger, E. 1997. Using ideology: Cases of Nonrecognition of the Politics of Research and Practice in Special Education. Review of Educational Research, 67(4): 425–59. doi: 10.3102/00346543067004425
   Web of Science ®Google Scholar
• Brantlinger, E. 2004. An application of Gramsci's ‘Who Benefits?’ to High-stakes Testing. Workplace, 6.1. Accessed February 23, 2005. http://www.cust.educ.ubc.ca/workplace/issue6p1/brantlinger.html
   Google Scholar
• Brantlinger, E. 2009. Slippery shibboleths: The Shady Side of Truisms in Special Education. In Disability Studies in Education: Readings in Theory and Method, Vol. 3, edited by GabelS. L., 125–38. New York: Peter Lang Publishing.
   Google Scholar
• Brantlinger, E., Majd-Jabbari, M., Guskin, S. L. 1996. Self-interest and Liberal Educational Discourse: How Ideology Works for Middle-class Mothers. American Educational Research Journal, 33(3): 571–597. doi: 10.3102/00028312033003571
   Web of Science ®Google Scholar
• Brantlinger, E. A. 2006. In Who Benefits from Special Education? Remediating (fixing) Other People'S Children, edited by BrantlingerE. A., Mahwah, NJ: Lawrence Earlbaum Associates.
   Google Scholar
• Bruna, K. R. 2009. Materializing Multiculturalism: Deconstruction and Cumulation in Teaching Language, Culture, and (non)Identity Reflections on Roth and Kellogg. Mind, Culture, and Activity, 16(2): 183–190. doi: 10.1080/10749030802590606
   Google Scholar
• Cole, C. 2006. Closing the Achievement Gap Series: Part III What is the Impact of NCLB on the Inclusion of Students with Disabilities?. Education Policy Brief, 4(11): 1–12.
   Google Scholar
• Cole, M., Engeström, Y. 1993. A Cultural–Historical Approach to Distributed Cognition. In Distributed Cognition: Psychological and Educational Considerations, edited by SalomonG., 1–46. New York: Cambridge University Press.
   Google Scholar
• Cole, M., Levitin, K. 2000. Being Humans: Anthropological Universality and Particularity In Trans-Disciplinary Perspectives, Berlin: Walter de Gruyter.
   Google Scholar
• Cone, K. 1997. Short History of the 504 Sit in. Accessed October 3, 2011. http://www.dredf.org/504site/histover.html
   Google Scholar
• Connor, D. J. 2008. Urban Narratives: Portraits in Progress: Life at the Intersections of Learning Disability, Race, & Social Class, New York: Peter Lang Publishing.
   Google Scholar
• Crawford, J. 2004. Educating English Learners: Language Diversity Ill the Classroom, Los Angeles: Bilingual Education Services.
   Google Scholar
• Danforth, S., Rhodes, W. C. 1997. Deconstructing Disability: A Philosophy for Inclusion. Remedial and Special Education, 18(6): 357–366. doi: 10.1177/074193259701800605
   Web of Science ®Google Scholar
• Davis, L. J. 1999. Crips strike back: The rise of disability studies. American Literary History, 11(3): 500–512. doi: 10.1093/alh/11.3.500
   Web of Science ®Google Scholar
• Davis, L. J. 2006. Constructing Normalcy: The Bell Curve, the Novel, and the Invention of the Disabled Body in the Nineteenth Century. In The disability studies reader, edited by DavisL., 2nd ed. 3–19). New York: Routledge.
   Google Scholar
• Department of Education, Federal Register. 2002. No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107–110, § 115, Stat. 1425 (2002)
   Google Scholar
• Derrida, J. 1967. Of Grammatology, trans. by Gayatri Chakravorty Spivak. Baltimore: Johns Hopkins University Press
   Google Scholar
• Donovan, S., Cross, C. T. 2002. Minority Students in Special and Gifted Education, Washington, DC: National Academy Press.
   Google Scholar
• Dudley-Marling, C., Gurn, A. 2010. Troubling the Foundations of Special Education: Examining the Myth of the Normal Curve. In The Myth of the Normal Curve, edited by Dudley-MarlingC.GurnA., 9–24. New York: Peter Lang Publishing.
   Google Scholar
• Erevelles, N. 2000. Educating Unruly Bodies: Critical Pedagogy, Disability Studies, and the Politics of Schooling. Educational Theory, 50(1): 25–47. doi: 10.1111/j.1741-5446.2000.00025.x
   Google Scholar
• Escamilla, K. 2006. Semilingualism Applied to the Literacy Behaviors of Spanish Speaking Emerging Bilinguals: Emerging Biliteracy or Biliteracy?. Teacher's College Record, 108(11): 2329–2353. doi: 10.1111/j.1467-9620.2006.00784.x
   Web of Science ®Google Scholar
• Fadiman, A. 1997. The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of two Cultures, New York: Farrar, Straus and Giroux.
   Google Scholar
• Fendler, L., Muzaffar, I. 2008. The History of the Bell Curve: Sorting and the Idea of Normal. Educational Theory, 58(1): 63–82. doi: 10.1111/j.1741-5446.2007.0276.x
   Google Scholar
• Ferri, B. A. 2011. Undermining Inclusion? A Critical Reading of Response to Intervention (RtI). International Journal of Inclusive Education, 16(8): 1–18.
   Google Scholar
• Ferri, B. A., Connor, D. J. 2005. In the Shadow of Brown: Special Education and Overrepresentation of Students of Color. Remedial and Special Education, 26(2): 93–100. doi: 10.1177/07419325050260020401
   Web of Science ®Google Scholar
• Foucault, M. 1995. The Archeology of Knowledge and the Discourse on Language, New York: Pantheon Books.
   Google Scholar
• Fusarelli, L. D. 2004. The Potential Impact of the No Child Left Behind Act on Equity and Diversity in American Education. Educational Policy, 18(1): 71–94. doi: 10.1177/0895904803260025
   Web of Science ®Google Scholar
• Gabel, S. 2005. Disability Studies in Education, New York: Peter Lang Publishing.
   Google Scholar
• Gallagher, D. J. 2005. Searching for Something Outside of Ourselves: The Contradiction Between Technical Rationality and the Achievement of Inclusive Pedagogy. In Disability Studies in Education: Readings in Theory and Method, edited by GabelS. L., 139–154. New York: Peter Lang Publishing.
   Google Scholar
• Gandara, P., Bial, D. 2001. Paving the Way to Postsecondary Education: K-12 Intervention Programs for Underrepresented Youth, Washington, DC: National Center for Education Statistics, Office of Educational Research and Improvement, US Department of Education.
   Google Scholar
• Gillborn, D. 2005. Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform. Journal of Education Policy, 20(4): 485–505. doi: 10.1080/02680930500132346
   Web of Science ®Google Scholar
• Glass, G. V., Smith, M. L. 1979. Meta-analysis of Research on Class Size and Achievement. Educational Evaluation and Policy Analysis, 1(1): 2–16.
   Google Scholar
• Goodrich Ratcliffe, K., Willard, D. T. 2006. NCLB and IDEA: Perspectives from the Field. Focus on Exceptional Children, 39(3): 1–14.
   Web of Science ®Google Scholar
• Gorski, P. 2008. The Myth of the Culture of Poverty. Educational Leadership, 65(7): 32–37. http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/The-Myth-of-the-Culture-of-Poverty.aspx
   Web of Science ®Google Scholar
• Gotanda, N. 1991. A Critique of ‘Our Constitution is Color-blind’. Stanford Law Review, 44(1): 1–68. doi: 10.2307/1228940
   Web of Science ®Google Scholar
• Gould, S. J. 1996. The Mismeasure of Man, New York: W. W. Norton.
   Google Scholar
• Gutiérrez, K. D., Asato, J., Santos, M., Gotanda, N. 2002. Backlash Pedagogy: Language and Culture and the Politics of Reform. The Review of Education, Pedagogy, and Cultural Studies, 24(4): 335–351. doi: 10.1080/10714410214744
   Google Scholar
• Gutiérrez, K. D., Baquedano-Lopez, P., Tejada, C. 1999. Rethinking Diversity: Hybridity and Hybrid Language Practices in the Third Space. Mind, Culture, and Activity, 6(4): 286–303. doi: 10.1080/10749039909524733
   Google Scholar
• Hakuta, K. 1990. Bilingualism and Bilingual Education: A Research Perspective, Washington, DC: George Washington University, Center for Applied Linguistics.
   Google Scholar
• Harry, B. 1994. The Disproportionate Representation of Minority Students in Special Education: Theories and Recommendations, Washington, DC: National Association of State Directors of Special Education, US Department of Education, Office of Educational Research and Improvement, Educational Resources Information Center.
   Google Scholar
• Harry, B., Klingner, J. 2006. Why Are so Many Minority Students in Special Education?, New York: Teachers College.
   Google Scholar
• Heller, K. A., Holtzman, W. H., Messick, S. 1982. Placing Children in Special Education, Washington, DC: National Academy Press.
   Google Scholar
• Hodgkinson, H. 2002. Demographics and Teacher Education: An Overview. Journal of Teacher Education, 53(2): 102–105. doi: 10.1177/0022487102053002002
   Web of Science ®Google Scholar
• Kertzner, R. M., Meyer, I. H., Frost, D. M., Stirratt, M. J. 2009. Social and Psychological Well-being in Lesbians, Gay Men, and Bisexuals: The Effects of Race, Gender, Age, and Sexual Identity. American Journal of Orthopsychiatry, 79(4): 500–510. doi: 10.1037/a0016848
   PubMed Web of Science ®Google Scholar
• Klingner, J. K., Edwards, P. 2006. Cultural Considerations with Response to Intervention Models. Reading Research Quarterly, 41(1): 108–117. doi: 10.1598/RRQ.41.1.6
   Web of Science ®Google Scholar
• Kudlick, C. J. 2003. Disability History: Why We Need another ‘Other’. The American History Review, 108(3): 763–793. doi: 10.1086/529597
   PubMed Web of Science ®Google Scholar
• Ladson-Billings, G. 1998. Just What is Critical Race Theory and What's it Doing in a Nice Field Like Education?. International Journal of Qualitative Studies in Education, 11(1): 7–24. doi: 10.1080/095183998236863
   Google Scholar
• Ladson-Billings, G. 2006. From the Achievement Gap to the Education Debt: Understanding Achievement in US Schools. Educational Researcher, 35(7): 3–12. doi: 10.3102/0013189X035007003
   Google Scholar
• Lee, C. D. 2002. Interrogating Race and Ethnicity as Constructs in the Examination of Cultural Processes in Developmental Research. Human Development, 45(4): 282–290. doi: 10.1159/000064990
   Web of Science ®Google Scholar
• Leonardo, Z. 2003. Discourse and Critique: Outlines of a Post-structural Theory of Ideology. Journal of Education Policy, 18(2): 203–214. doi: 10.1080/0268093022000043038
   Web of Science ®Google Scholar
• Leont'ev, A. N. 1978. Activity, Consciousness, and Personality, Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Locust, C. 1988. Wounding the Spirit: Discrimination and Traditional American Indian Belief systems. Harvard Educational Review, 58(3): 315–330.
   Web of Science ®Google Scholar
• Losen, D. J., Orfield, G. 2002. Racial Inequity in Special Education, Cambridge, MA: Harvard Education Press.
   Google Scholar
• Matsuda, M. J. 1987. Looking to the Bottom: Critical Legal Studies and Reparations. Harvard Civil Rights-Civil Liberties Law Review, 22, 323
   Web of Science ®Google Scholar
• McDermott, R., Goldman, S., Varenne, H. 2006. The Cultural Work of Learning Disabilities. Educational Researcher, 35(6): 12–17. doi: 10.3102/0013189X035006012
   Google Scholar
• McDermott, R., Raley, J. 2011. Toward a Natural History of Human Ingenuity. In The SAGE Handbook of Visual Research Methods, edited by MargolisE.PauwelsL., 372–391. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Menchaca, M. 1997. Early Racist Discourses: Roots of Deficit Thinking. In The Evolution of Deficit Thinking: Educational Thought and Practice, edited by ValenciaR., 113–131. London: RoutledgeFalmer.
   Google Scholar
• Mendez, L. M.R., Knoff, H. M. 2003. Who Gets Suspended from School and Why: A Demographic Analysis of Schools and Disciplinary Infractions in a Large School District. Education and Treatment of Children, 26(1): 30–51.
   Google Scholar
• Milofsky, C. 1986. Is the growth of special education evolutionary or cyclic? A response to carrier. American Journal of Education, 94(3): 313–321. doi: 10.1086/443851
   Web of Science ®Google Scholar
• Mostade, S.J. 2004. “Components of Internalized Homophobia, Self-disclosure of Sexual Orientation to Physician, and Durable Power of Attorney for Health Care Completion in Older Gay Men”. Dissertation Retrieved from OhioLINK ETD Center
   Google Scholar
• Moynihan, D. P. 1965. The Negro Family: The Case for National Action, Washington, DC: US Government Printing Office.
   Google Scholar
• National Education Association of the United States, and National Association of School Psychologists. 2007. Truth in Labeling: Disproportionality in Special Education. Washington, DC: National Education Association
   Google Scholar
• Nocella, A. 2008. Emergence of Disability Pedagogy. Journal of Critical Education Policy Studies, 6(2): 77–94.
   Google Scholar
• Noguera, P. A., Yonemura Wing, J. 2006. Unfinished Business: Closing the Racial Achievement Gap in Our Nation's Schools, San Francisco, CA: Jossey-Bass.
   Google Scholar
• Omi, M., Winant, H. 1994. Racial Formation in the United States: From the 1960's to the 1990's, New York: Routledge.
   Google Scholar
• Oswald, D. P., Coutinho, M. J., Best, A. M. 2002. Community and School Predictors of Overrepresentation of Minority Children in Special Education. In Racial Inequality in Special Education, edited by LosenD.OrfieldG., 1–13. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Patton, J. M. 1998. The Disproportionate Representation of African Americans in Special Education. Journal of Special Education, 32(1): 25–31. doi: 10.1177/002246699803200104
   Web of Science ®Google Scholar
• Peterson, J. M., Hittie, M. M. 2010. Inclusive Teaching: The Journey Toward Effective Schools for all Learners, Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Prichard, B., S. Annamma, A. Boelé, and J. Klingner. 2010. “Race, Language, and Ability: Deconstructing, Reconstructing, and Transcending Borders of Normal.” Teachers College Record, June 22. http://www.tcrecord.org (ID Number: 16028)
   Google Scholar
• Quinn, M. M., Rutherford, R. B., Leone, P. E., Osher, D. M., Poirier, J. M. 2005. Youth with Disabilities in Juvenile Corrections: A National Survey. Exceptional Children, 71(3): 339–345.
   Web of Science ®Google Scholar
• Reid, D. K., Knight, M. G. 2006. Disability Justifies Exclusion of Minority Students: A Critical History Grounded in Disability Studies. Educational Researcher, 35(6): 18–23. doi: 10.3102/0013189X035006018
   Google Scholar
• Revilla, A. T., Asato, J. 2002. The Implementation of Proposition 227 in California Schools: A Critical Analysis of the Effect of Teacher Beliefs and Classroom Practices. Equity & Excellence in Education, 35(2): 108–118. doi: 10.1080/713845279
   Google Scholar
• Serpell, R., Mariga, L., Harvey, K. 1993. Mental Retardation in African Countries: Conceptualization, Services, and Research. International Review of Research in Mental Retardation, 19, 1–39.
   Web of Science ®Google Scholar
• Shaywitz, S. E., Escobar, M. D., Shaywitz, B. A., Fletcher, J. M., Makuch, R. 1992. Evidence that Dyslexia may Represent the Lower Tail of a Normal Distribution of Reading ability. New England Journal of Medicine, 326(6): 145–150. doi: 10.1056/NEJM199201163260301
   PubMed Web of Science ®Google Scholar
• Skiba, R.J., R.S. Michael, A.C. Nardo, and R. Peterson. 2000. “The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment” (Policy Research Report). Bloomington: Education Policy Center, Indiana University
   Google Scholar
• Slee, R. 1997. Inclusion or Assimilation? Sociological Explorations of the Foundations of Theories of Special Education. Educational Foundations, 11(1): 55–71.
   Google Scholar
• Slee, R. 2001. Driven to the Margins: Disabled Students, Inclusive Schooling and the Politics of Possibility. Cambridge Journal of Education, 31(3): 385–397. doi: 10.1080/03057640120086620
   Google Scholar
• Sullivan, A. L. 2011. Disproportionality in Special Education Identification and Placement of English Language Learners. Exceptional Children, 77(3): 317–334.
   Web of Science ®Google Scholar
• Taubman, P. M. 2009. Teaching by Numbers: Deconstructing the Discourse of Standards and Accountability in Education, New York: Routledge.
   Google Scholar
• Trent, S., Artiles, A., Firchett-Bazemore, K., McDaniel, L., Coleman-Sorrell, A. 2002. Addressing Theory, Ethics, Power, and Privilege in Inclusion Research and Practice. Teacher Education and Special Education, 25(1): 11–22. doi: 10.1177/088840640202500103
   Google Scholar
• Tyack, D. B. 1974. The One Best System: A History of American Urban Education, Cambridge, MA: Harvard University Press.
   Google Scholar
• Valencia, R. R. 1997. Conceptualizing the Notion of Deficit Thinking. In The Evolution of Deficit Thinking: Educational Thought and Practice, edited by ValenciaR., 113–131. London: Routledge Falmer.
   Google Scholar
• Voltz, D. L., Fore III, C. 2006. Urban Special Education in the Context of Standards Based Reform. Remedial and Special Education, 27(6): 329–336. doi: 10.1177/07419325060270060201
   Web of Science ®Google Scholar
• Vygotsky, L. S. 1986. Thought and Language, Cambridge, MA: MIT Press.
   Google Scholar
• Wald, J., and D. Losen. 2003. Defining and Redirecting a School-to-prison Pipeline. Retrieved from The Civil Rights Project at Harvard University website: http://www.woodsfund.org/community/Folder_1036081004377/File_1084877618748
   Google Scholar
• Ware, L. P. 2002. A Moral Conversation on Disability: Risking the Personal in Educational Contexts. Hypatia, 17(3): 143–172. doi: 10.1111/j.1527-2001.2002.tb00945.x
   Google Scholar
• Zinn, H. 1980. A People's History of the United States: 1492 to Present, New York: Harper Collins Publishers.
   Google Scholar