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A Pattern of Practice: Federal Law and the Carceral State of Special Education for Black Girls
Book chapter

A Pattern of Practice: Federal Law and the Carceral State of Special Education for Black Girls

Dorothy E Hines, Abiola A. Farinde, Ayana Allen-Handy and Jemimah L Young
Racism by another name: black students, overrepresentation, and the carceral state of special education, pp 39-51
2021
DOI: https://doi.org/10.1108/978-1-64802-449-820251005

Abstract

African American children African Americans with disabilities Educational equalization Learning disabled children Social aspects Education Special Education
Despite the overturning of the “separate-but-equal” doctrines within the United States’ public school systems, many Black students are still denied equal and equitable schooling experiences, treatment, and educational opportunities (Darling-Hammond, 2010; Lipman, 2004). The narratives of Black students labeled as needing special education services are often set in the context of underfunded special education programming and patterns of inappropriate identification. Black students (including Black girls) are easily assigned labels in the more subjective diagnostic disabilities categories such as, learning disabled, attention deficit hyperactivity disorder, and behaviorally or emotionally disturbed and are hastily placed in special education classrooms (Ford, 2012; Rebell & Wolff, 2008; Shealey & Lue, 2006), limiting their educational access and potential. These students are then pushed out of schools and are often subjected to high rates

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