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This book asks a question that many educators may think, but won't say out loud: Does compliance with IDEA legislation matter? The author acknowledges that, while compliance with IDEA (Individuals with Disabilities Education Act) is important, it can also be an administrative burden that detracts from practitioners' capacity to adequately serve students with disabilities.
Using data collected from three suburban school districts, Voulgarides helps us to understand how compliance with IDEA intersects with decades of evidence of racial inequities in student outcomes. This timely and thought-provoking book unpacks the civil rights history of IDEA, examines the impact of its procedural focus on educational practice, and questions why racial inequities in special education persist despite good intentions by policymakers, educators, and school personnel.
Book Features: - Uses empirical evidence to examine the common assumption that compliance with IDEA leads to educational equity.
- Focuses on the different dimensions of the equity concern that lie at the intersection between race, disability, and educational policy.
- Challenges practitioners to think about the roles they play in both the production and the disruption of educational inequities.
About the author
Catherine Kramarczuk Voulgarides is an assistant professor of special education at the City University of New York (CUNY)--Hunter College.
Summary
Asks a question that many educators may think, but won't say out loud: Does compliance with IDEA legislation matter? The author acknowledges that, while compliance with the Individuals with Disabilities Education Act is important, it can also be an administrative burden that detracts from practitioners' capacity to serve students with disabilities.
