Mapping Access and Opportunity for Students with Disabilities: Urban K-8 Schools as Pockets of Privilege

Autor/inn/en	White, Julia M.; Ferri, Beth; Ashby, Christine E.; Bern, Paul H.; Ashby, Lauren
Titel	Mapping Access and Opportunity for Students with Disabilities: Urban K-8 Schools as Pockets of Privilege
Quelle	In: Educational Forum, 84 (2020) 4, S.356-376 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2020.1801051
Schlagwörter	Students with Disabilities; Elementary School Students; Middle School Students; Urban Schools; Racial Differences; Inclusion; Socioeconomic Status; Critical Theory; Race; Minority Group Students; Program Effectiveness; Racial Factors; Social Class; Ability; Racial Bias; Social Bias; Attitudes toward Disabilities; Traditional Schools; Enrollment Trends + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rassenunterschied; Inklusion; Socio-economic status; Sozioökonomischer Status; Kritische Theorie; Rasse; Abstammung; Social classes; Soziale Klasse; Fähigkeit; Fertigkeit; Racial discrimination; Rassismus; Traditioneller Unterricht
Abstract	Using a DisCrit intersectional lens and statistical and spatial methods, we trace how the creation of K-8 schools functioned to create pockets of privilege in one urban U.S. school district. K-8 schools were both whiter and wealthier than district averages, serving as "enclave" schools. Although far fewer students with disabilities were served in K-8 schools compared to traditional elementary and middle schools, those attending K-8 schools were more likely to be educated in inclusive settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01