Does Compliance Matter in Special Education?
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A01=Catherine Kramarczuk Voulgarides
Author_Catherine Kramarczuk Voulgarides
Bourdieu
Category=JNS
civil rights laws
colorblind educational practices
critical theory
educational equity
educational leadership
educational leadership and equity
educational opportunity gaps
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ethnography
good intentions
Individuals with Disabilities Education Act (IDEA)
organizational studies
parental participation in educational processes
parents and IDEA
racial inequity in special education
segregation
social context and special education
sociology of education
sociology of race
special education disproportionality
suburban school districts
systemic educational change
technical policy approaches
Product details
- ISBN 9780807759011
- Weight: 250g
- Dimensions: 154 x 226mm
- Publication Date: 20 Apr 2018
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Paperback
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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.
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.
Catherine Kramarczuk Voulgarides is an educational consultant and an assistant professor of special education at Touro College in New York City.
