(Re)Imagining Inclusion for Children of Color with Disabilities
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A01=Soyoung Park
ableism
asset-based
Author_Soyoung Park
behavior
Category=JBFM
Category=JBSL1
Category=JNF
Category=JNFK
Category=JNS
disciplinary procedures
discipline
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
exclusion
inclusion
inclusion classrooms
inclusive classrooms
inquiry
medical model
oppression
racism
reform
relationship
resistance
respect
segregation
special education
students of color
students with disabilities
teacher education
trust
Product details
- ISBN 9781682539583
- Dimensions: 152 x 229mm
- Publication Date: 18 Mar 2025
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
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A transformative vision to shift educator practice and make systemic changes that can advance educational inclusion of students of color with disabilities
In (Re)Imagining Inclusion for Children of Color with Disabilities, Soyoung Park argues that the disproportionate segregation and isolation of children of color with disabilities from their nondisabled peers is the product of an educational system which upholds a racist, ableist agenda. Park puts forth a visionary call to end these exclusionary practices through shifting educators’ mindsets to view children of color with disabilities not as problems to be fixed but as individuals who are capable and worthy of learning in the least restrictive environment—the inclusion classroom.
The book gives an incisive historical and sociopolitical overview of special education practices in US schools. Park shows how the process of referral, identification, and placement of students with individualized education plans is based on culturally biased assessment tools and rooted in racism and ableism. Enacting long-lasting, sustainable reform, she argues, requires systemic change.
Informed by DisCrit theory, this book draws from a decade of research in inclusion classrooms in California, Texas, and New York. Park eschews the medical model of disability, instead offering pedagogical and solidarity practices that view students through an asset-based lens. She showcases these practices at work in real-life classrooms, where teachers respond with respect not restriction, make room for the unexpected, center inquiry, recognize the gifts of resistance, and center relationships. The book concludes with practical recommendations for teachers, and proposes changes to teacher education and disciplinary procedures, for policymakers and school administrators who seek to aid transformation.
In (Re)Imagining Inclusion for Children of Color with Disabilities, Soyoung Park argues that the disproportionate segregation and isolation of children of color with disabilities from their nondisabled peers is the product of an educational system which upholds a racist, ableist agenda. Park puts forth a visionary call to end these exclusionary practices through shifting educators’ mindsets to view children of color with disabilities not as problems to be fixed but as individuals who are capable and worthy of learning in the least restrictive environment—the inclusion classroom.
The book gives an incisive historical and sociopolitical overview of special education practices in US schools. Park shows how the process of referral, identification, and placement of students with individualized education plans is based on culturally biased assessment tools and rooted in racism and ableism. Enacting long-lasting, sustainable reform, she argues, requires systemic change.
Informed by DisCrit theory, this book draws from a decade of research in inclusion classrooms in California, Texas, and New York. Park eschews the medical model of disability, instead offering pedagogical and solidarity practices that view students through an asset-based lens. She showcases these practices at work in real-life classrooms, where teachers respond with respect not restriction, make room for the unexpected, center inquiry, recognize the gifts of resistance, and center relationships. The book concludes with practical recommendations for teachers, and proposes changes to teacher education and disciplinary procedures, for policymakers and school administrators who seek to aid transformation.
Soyoung Park is director of online programs in Early Childhood and Childhood Special Education at the Bank Street College Graduate School of Education. She has worked in the field of special education in a variety of roles, including teacher, interventionist, coach, researcher, and teacher educator. Her work specifically aims to advance justice for children of color with disabilities, their families, and their teachers.
