Contrasting Educator and Black Student Perspectives of the Special Education Placement Process: A DisCrit Counter-Narrative Analysis

This critical qualitative inquiry employed a Disability Critical Race Studies Counter-Narrative framework (DCCN) to explore the contrast between educator and Black student understandings of the special education placement process and their implications. Interviews with 21 members of school personnel...

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Bibliographic Details
Published in:Teacher education and special education 2024-11, Vol.47 (4), p.283-301
Main Author: Collins, Tya
Format: Article
Language:English
Subjects:
Narratives
Professional practice
Race
Special education
Students
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Summary:This critical qualitative inquiry employed a Disability Critical Race Studies Counter-Narrative framework (DCCN) to explore the contrast between educator and Black student understandings of the special education placement process and their implications. Interviews with 21 members of school personnel and 20 Black students between the ages of 14 and 18 were cross-referenced to narratively reconstruct the special education placement process in Quebec, Canada. Analysis of the results reveals a striking gap between educator and student understandings of the process, which can be linked to adverse student experiences. Subsequently, implications for enhancing educators’ knowledge of diverse learners and professional practices are discussed.
ISSN:0888-4064
1944-4931
DOI:10.1177/08884064241255219