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Ideas for International Day of Disabled Persons

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A description of how the video was produced, submitted by Tarja Lewis (ELA teacher) and Lia Bengtson (Social Studies teacher).

The middle school students at Kendall Demonstration Elementary School on Gallaudet University's campus in Washington, D.C. participated in the Black Lives Matter at School Week of Action. Our school serves deaf and hard of hearing students throughout the D.C., Maryland and Virginia area in an American Sign Language (ASL)/English bilingual environment. We (the English Language Arts (ELA) and Social Studies teachers) worked together to align our BLM Week of Action lessons and also worked with our students to translate and film the 13 Guiding Principles of the BLM movement into ASL.

It is important to note that American Sign Language (ASL) and English are two separate languages, which means that each language has its own grammar structure and syntax. Therefore, we had to first translate the 13 Guiding Principles from English to ASL. We had a discussion between the two of us and our colleague, Ms. Bettie Waddy-Smith, who is the Spoken English Specialist, on whether to include a voice over or not to the video. Ultimately, we agreed to NOT add the voice track as we wanted to keep the spotlight on the students' signing. We thought this would encourage people to really pay attention to our students in the video and to allow the audience to experience the video "in a deaf way," where they have to rely on reading the captions to understand the context of the video. We also wanted our students' hard work in perfecting their signs to shine and be the sole focus of the viewer.

After translation, we pulled students out and worked one on one with them to ensure they were both comfortable with signing their part, as well as understand their assigned principle. The students worked hard, were focused and motivated to do well. For some, this was a big step, as they are new signers or this is their first experience being in front of the camera for a wider audience. We were very impressed by how dedicated our students were with this project and are so proud of them.

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Middle School Students Explain 13 Guiding Principles in American Sign Language - D.C. Area Educators for Social Justice

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Middle school students at Kendall Demonstration Elementary School, a D.C. school serving deaf and hard of hearing students from birth through grade 8, created a video outlining the 13 Principles of the Black Lives Matter movement in their own words.

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Disability Justice Is an Essential Part of Abolishing Police and Prisons

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Ableism forms and informs violence, oppression, and incarceration, yet it continues to be ignored by social justice movements

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Abolition is not limited to ending spaces and practices of incarceration and policing. Fundamentally, abolition is also about reimagining new ways of life such that a world in which prisons, policing and other carceral systems as solutions to social problems becomes unthinkable. Abolitionism is also not just about creating new responses to crises but creating a new world in which we thrive such that less crises happen in the first place.

The call "we keep us safe" reminds us that solutions should empower all people, including Disabled and Neurodivergent people, to exercise our self-determination with care and understanding. We all deserve the resources, support, training and education we need to love and protect ourselves and one another.

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Abolition is not limited to ending spaces and practices of incarceration and policing. Fundamentally, abolition is also about reimagining new ways of life such that a world in which prisons, policing and other carceral systems as solutions to social problems becomes unthinkable.

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Cripping The Resistance: No Revolution Without Us

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Cripping The Resistance: No Revolution Without Us Leah Lakshmi Piepzna-Samarasinha Dedicated to my beloved friend and long time comrade in disability justice, Stacey Park Milbern, who…

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Black and Brown Students Are Organizing to Remove Police From Their Schools

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Young people continue to advocate—and win.

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Senior & Disability Action, Guest Writer

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14 Black Disabled Women Who Made a Powerful Impact In Life & Self Love

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This article originally appeared in sdaction.org and is reprinted by permission In honor of Women's History Month, we honor black disabled women who have had a powerful impact. These women will inspire you to press on in spite of any obstacles self-imposed or societal -isms. Their work has left a legacy of bridge-building, radical self-love and advocacy we all strive for.

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In the fight for racial justice and true liberation, if one of us is not free, none of us are. From fighting for justice in the LGBTQ+ community to fighting for women's rights, it is important to fight for everyone if we are going to build a truly just and equitable America. One group that is often forgotten though, is Black people with disabilities. But on the 30-year anniversary of the Americans with Disabilities Act, we have decided to take center stage. It's Disability Pride Month and we are proud to be fighting for justice-for all Black people.

I live at a crucial intersection: I am a Black disabled woman. I have advocated for disability rights/justice throughout my entire career. And still, it remains clear to me that there is much more work to be done to advance and promote equity and accessibility for people with disabilities-particularly for those of us who exist at BIPOC (Black, Indigenous, People of Color) and disabled intersections. Like the 1 in 4 Black adults who have a disability, I can't silo my experience, as these identifiers do not exist independently of each other.

As the movement for racial justice in America widens, It's crucial that we recognize the shortcomings of our society when it comes to supporting me and other disabled members of the Black community. Our systems have left out necessary infrastructure and resources to survive; the median adjusted family income for disabled workers has been left at about half of the income of others and, like too many Black communities, voting rights is another frontier where we have seen little improvement over the years when it comes to serving members of the community with disabilities.

But in this moment, most concerning are the dual epidemics of COVID-19 and police violence in Black communities.

Amid the COVID-19 pandemic, which we have all seen disproportionately devastate the Black community, Black people with disabilities are literally being without any assistance. This comes after years of people with disabilities combating attacks from the Trump administration against those of us who are most marginalized. As a full-time wheelchair user who requires daily care from personal care attendants, I have lived through the fight for fair access to healthcare, as have so many millions like me across the country. This has looked like pushing for state and federal intervention as well as media attention for my battles. It has meant being forced to weigh living in a nursing home or living at an institution when I didn't have a healthcare plan to pay for it.

And these challenges have been my reality in supposedly "good" times. Now, in places like Arizona, one of the states hit hardest by the pandemic, and where I live, we are seeing medical rationing set to devastate disabled people. Living at the intersection, this kind of discrimination is my and many of my friends' worst nightmare, with some of my community here in the state fearing they'll fall down the list or be stripped of their lifesaving devices in the event they are not deemed worthy by the state.

To make matters worse, it is well documented that our nation's police are not trained when it comes to necessary de-escalation and working with people with disabilities. Failures here have led to unnecessary bloodshed and traumatizing episodes. The stats are startling as half of the people killed by police across races have a disability.

Right now, it is critical that we fight for the rights of all, leaving no one behind, as we crusade in the name of Black lives. To honor the 30th anniversary of the ADA, this past weekend, the Crip Camp impact team and Color Of Change held a special two-hour virtual celebration to discuss historic wins and the path forward. This conversation is just the beginning. As Disability Pride month comes to a close, I hope you'll continue the conversation started in your own city.
Andraéa LaVant is founder and president of LaVant Consulting, Inc. (LCI), a social impact communications firm. She currently serves as the impact producer for Netflix's feature-length documentary, Crip Camp, where she is charged with leading the campaign's efforts to promote understanding of disability as a social justice issue and build across lines of difference.

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The Defense of Black Lives Must Include Disability Justice

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In the fight for racial justice and true liberation, if one of us is not free, none of us are. From fighting for justice in the LGBTQ+ community to fighting for women's rights, it is important to fight for everyone if we are going to build a truly just and equitable America.

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DEAFinitely Dope Teaching Chance The Rapper how to sign Blessings (Reprise) ASL

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Book - Non-fiction. By Mariame Kaba and Andrea Ritchie. 2022. 400 pages.
No More Police calls on us to turn away from systems that perpetrate violence in the name of ending it toward a world where violence is the exception, and safe, well-resourced and thriving communities are the rule.

Continue reading

Book - Fiction. By Lesa Cline-Ransome. 2021. 256 pages.
The final novel in the award-winning Finding Langston trilogy, this novel examines mid-twentieth century America through the eyes of Clem, a young boy whose family is torn apart after his father's untimely death.

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Digital collection. Collections as data and machine learning project examining Jim Crow and racially-based legislation signed into law in North Carolina between Reconstruction and the Civil Rights Movement.

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Digital collection. Documents that help explain how Black people traversed the bloody ground from slavery to freedom between the beginning of the Civil War in 1861 and the beginning of Reconstruction in 1867.

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Digital collection. Records of the Bureau of Refugees, Freedman and Abandoned Lands, including new and unpublished records that document the formerly enslaved, freedpersons and their descendants.

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Teaching Activity. By Ursula Wolfe-Rocca. 25 pages.
Students engage in an interactive activity with short excerpts from Martha Jones' book to learn about the leading role of Black women in the fight for voting rights throughout U.S. history.

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To facilitate bringing the Seizing Freedom podcast to the classroom, we are sharing teaching ideas for selected episodes, beginning with "A Powerful Black Hand."

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Film. Directed by Ana María García. 1982. 40 minutes.
La Operación is a 1982 documentary that shows the widespread sterilization operation led by the U.S. during the 1950s and 60s in Puerto Rico.

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Teaching Materials Archive - Zinn Education Project

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Book - Non-fiction. By Mariame Kaba and Andrea Ritchie. 2022. 400 pages. No More Police calls on us to turn away from systems that perpetrate violence in the name of ending it toward a world where violence is the exception, and safe, well-resourced and thriving communities are the rule.

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We Move Together: Disability Justice and Trans Liberation

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New research by Morgan, Farkas, Hillemeier and Maczuga once again finds that when you take other student characteristics-notably family income and achievement-into account, racial and ethnic minority students are less likely to be identified for special education than white students.Though this finding is by now well established, it remains sufficiently controversial to generate substantial media buzz. And plenty of research-with less convincing methods-has been interpreted as showing that too many blacks, especially boys, are identified for special education. The old conventional wisdom may be intuitively appealing because aggregate disability rates-with no adjustments for family income or other student characteristics-are higher for students who are black (1.4 times) or Native American (1.7), and lower for whites (0.9) and Asians (0.5), with Hispanic students about as likely to be identified as the rest of the population

These unadjusted ratios answer the important descriptive question of how student experience varies by race. But they do not tell us whether schools are giving black students the free and appropriate public education the Individuals with Disabilities Education Act (IDEA) guarantees them. To answer this question, we must compare the likelihood that a black student participates in special education with that of an otherwise identical white student. In other words, we don't just want to know if black students are more likely to be in special education than whites; we want to know if black students are too likely to be in special education-or, as it turns out, not likely enough.

The conventional wisdom that blacks are over identified for special education may finally be losing ground among academics, but continues to influence public opinion and be reflected in federal law and policy. I recap this academic debate, and briefly review some major disparities we observe along racial and ethnic lines in income and other non-school factors likely to influence the need for special education by the time children enter school. I argue against fixed thresholds for how much variance states should tolerate in districts' special education identification rates across racial and ethnic groups, and for comprehensive social policies to help address disparities in children's well being.

The debate over over representation in special education

In a 2002 National Research Council study, Donovan and Cross reviewed the literature and data on differences in special education participation by disability and racial/ethnic groups and cautioned against using unadjusted aggregate group-level identification rates to guide public policy. ⁵ They crystallized the challenge of interpreting these differences: "If... we are asking whether the number identified is in proportion to those whose achievement or behavior indicates a need for special supports, then the question is one for which no database currently exists." ⁶

Differences in aggregation, covariates, and samples generate different answers to the question of whether black students are over- or under-identified for special education. ⁷ The most credible studies allow researchers to control for a rich set of student-level characteristics, rather than using data aggregated to the district level, and firmly establish that blacks are disproportionately under-represented.

In 2010, Hibel, Farkas, and Morgan used the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K) 1998 and its follow-up waves to come closer to the ideal scenario described by Donovan and Cross. ⁸ While individual-level models controlling only for race and gender showed blacks more likely to be identified, adding a family socioeconomic status variable eliminated the effect of race for blacks, while Hispanics and Asians were significantly less likely to be in special education. Adding a student test score made blacks less likely to be identified; Hispanics and Asians remained less likely to be identified as well.

A follow up study found this result applied across the five disability classifications studied, notably including emotional disturbance and intellectual disability, stigmatizing categories in which black boys are over represented in the aggregate, unadjusted data. ⁹ While some have questioned the generalizability of the ECLS-K results due to sampling, ¹⁰ the qualitative result has been replicated using the National Assessment of Educational Progress (the 2017 Morgan et al. study), the Education Longitudinal Study of 2002, ¹¹ and the ECLS-Birth Cohort. ¹² These national patterns do not preclude local heterogeneity. Sullivan and Bal studied one Midwestern urban school district and found that while socioeconomic controls attenuate the impact of race, black students remain more likely than others to be identified for special education; they did not include student achievement as a covariate. ¹³

The "right" level of identification

Special education identification practices vary widely across and within states and districts - we do not know a "right" level. Few if any experts would argue that existing identification practices are ideal, or that identification rates reflect true prevalence of need. Beyond achievement and demographics, researchers have found that identification rates vary with school finance environments ¹⁴ and state accountability frameworks. ¹⁵

If you view participation in special education as providing critical services to appropriately identified students, the fact that a given black student is less likely to be placed in special education than an otherwise identical white student is deeply troubling. We do not want to live in a society where parents describe access to dyslexia (or other) services as "a rich man's game." ¹⁶ It's less troubling for those who view special education as stigmatizing and punitive, even for students who are appropriately identified - and indeed, we have little understanding of how well or poorly special education serves its students.

Federal policy on disproportionality

The Individuals with Disabilities Education Act aims to address equity by race and ethnicity; 2016 regulations further define the framework. ¹⁷ ¹⁸ States must collect and review district-level data on how rates of identification-overall, by educational setting and disability category-vary across racial and ethnic groups with no adjustments for variables that correlate with need for services. If the gaps between groups exceed state-determined thresholds for "significant disproportionality," the state must examine local policies and require the district to devote more of its federal special education funds to early intervention. ¹⁹

While states will get to set their own cut-off risk ratios, they are highly unlikely to choose ratios that require uniform representation across groups. Each state then applies that threshold to all its districts. That means a district in which blacks and whites have similar poverty rates will be subject to the same threshold as one (in the same state) in which blacks have much lower income than whites.

Reporting by race and ethnicity is critical

Data on identification by race and ethnicity are essential for revealing patterns and outliers. They can prod districts and states to examine their special education policies and practices, potentially identifying ones that unintentionally yield discriminatory results, and shine a light on groups in need of greater early intervention resources.

For example, the preamble to the disproportionality regulations notes that unequal autism identification rates across groups may reflect disparities in access to medical care, suggesting that the district offer early developmental screenings. Indeed, research shows that among Medicaid-eligible children with autism diagnoses, white children are diagnosed over a year earlier than black children. ²⁰

We do not want to live in a society where parents describe access to dyslexia (or other) services as "a rich man's game."

The Department of Education's guidance notes that significant disproportionality could result from "appropriate identification, with higher prevalence of a disability, among a particular racial or ethnic group." In other words, exceeding the risk ratio could be appropriate and acceptable: this level of nuance could easily be missed, while the state's numeric threshold remains salient. ²¹ The result could be states and districts feeling pressured to produce equal rates of identification across groups-by denying services to students who need them. Unsurprisingly, Morgan and Farkas have argued against these regulations while offering up their own alternatives. ²²

Unadjusted disproportionality reflects more than educational practices

Even if schools treated all students the same, special education identification rates would likely differ across racial and ethnic groups. The disproportionality literature consistently notes that children's outcomes are causally affected by out-of-school factors such as poor nutrition, stress, and exposure to environmental toxins, and that exposure to these influences unduly affects poor children and children of color. The unfortunate implication of this-that true prevalence of disability may be higher for these students-can get lost in the back and forth over measurement, sampling, and other methodological issues. Some numbers are worth noting:

Black children were three times as likely to live in poor families as white children in 2015. 12 percent of white and Asian children lived in poor families, compared with 36 percent of black children, 30 percent of Hispanic children, 33 percent of American Indian children, and 19 percent of others.²³

Food insecurity affects 23 percent of black-headed households and 19 percent of Hispanic-headed households, compared with 9 percent of households headed by whites.²⁴

Black children are over twice as likely to have elevated blood lead levels as whites, and low-income children over three times as likely as others.²⁵

The poor are more likely to live near hazardous waste sites.²⁶

We need more comprehensive social policy to help disadvantaged children

We need to work towards better identification practices in special education. We also need to help states and districts collect and report race- and ethnicity-specific rates. But forcing states to establish uniform standards is dangerously inconsistent with the IDEA mandate of a free and appropriate public education for all. When identifying another student pushes a district over a risk ratio threshold, the district faces a clear incentive to under identify-that is, to withhold services from-children who already face a broad array of systemic disadvantages.

Instead, we should focus on building a better safety net and reducing child poverty. Luckily, policymakers have plenty of proven levers: expand income support for families as the EITC, ²⁷ reduce food insecurity while improving maternal health and birth outcomes through a robust SNAP, ²⁸ maintain children's access to Medicaid, ²⁹ and continue to work towards improving the equity and quality of general education. ³⁰

While encouraging school districts to avoid "disproportionality" surely comes from an idealistic place, schools cannot do it alone. Ignoring the harsh realities of racial disparities outside of school is likely to hurt those very children advocates seek to protect.

Footnotes

1. Morgan, P.L., Farkas, G., Hillemeier, M.M., & Maczuga, S. 2017. Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools. Educational Researcher, 46:6, 305-322. From: http://journals.sagepub.com/doi/abs/10.3102/0013189X17726282

2. Barnum, M. "Many worry that students of color are too often identified as disabled. Is the real problem the opposite?" Chalkbeat, August 27, 2017 From: https://www.chalkbeat.org/posts/us/2017/08/27/many-worry-that-students-of-color-are-too-often-identified-as-disabled-is-the-real-problem-the-opposite/

3. Camera, L. "New Study Questions Links Between Race, Disability in Students." U.S. News and World Report, August 31, 2017. From: https://www.usnews.com/news/education-news/articles/2017-08-31/new-study-questions-links-between-race-disability-in-students

4. Artiles, A. J., Kozleski, E.B., Trent, S.C., Osher, D., & Ortiz, A. 2010. Justifying and Explaining Disproportionality, 1968-2008: A Critique of Underlying Views of Culture. Exceptional Children, 76:3, 279-299. From: http://aartiles.faculty.asu.edu/publications_files/2010_Artiles-etal_Culture-Disproport-EC.pdf

5. U.S. Department of Education. 38th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2016. From: https://www2.ed.gov/about/reports/annual/osep/2016/parts-b-c/38th-arc-for-idea.pdf

6. National Research Council, 2002. Minority Students in Special and Gifted Education. The National Academies Press. From: https://www.nap.edu/catalog/10128/minority-students-in-special-and-gifted-education

7. Ibid., p. 35

8. Morgan, Paul L., George Farkas, Michael Cook, Natasha M. Strassfeld, Marianne M. Hillemeier, Wik Hung Pun, and Deborah L. Schussler. 2017. Are Black Children Disproportionately Overrepresented in Special Education? Exceptional Children 83:2. From: http://journals.sagepub.com/doi/full/10.1177/0014402916664042

9. Hibel, J., Farkas, G., & Morgan, P.L. 2010. Who Is Placed into Special Education? Sociology of Education, 83:4, 312-332. From: http://journals.sagepub.com/doi/abs/10.1177/0038040710383518

10. Morgan, P.L., Farkas, G., Hillemeier, M.M., Mattison, R., Maczuga, S., Li, H., & Cook, M. 2015. Minorities Are Disproportionately Underrepresented in Special Education. Educational Researcher, 44:5, 278-292. From: http://journals.sagepub.com/doi/abs/10.3102/0013189X15591157

11. Skiba, R.J., Artiles, A.J., Kozleski, E.B., Losen, D.J., & Harry, E.G. 2016. Risks and Consequences of Oversimplifying Educational Inequities. Educational Researcher, 45:3, 221-225. From: http://journals.sagepub.com/doi/full/10.3102/0013189X16644606

12. Shifrer, D., Muller, C., & Callahan, R. 2014. Disproportionality and Learning Disabilities: Parsing Apart Race, Socioeconomic Status, and Language. Journal of Learning Disabilities, 44:3, 246-257. From: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4133990/

13. Morgan, Paul L., George Farkas, Marianne M. Hillemeier, and Steve Maczuga. 2012. Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education? Educational Researcher 41:9, 339-351. From: https://www.ncbi.nlm.nih.gov/pubmed/24683265

14. Sullivan, A.L. & Bal, A. 2013. Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk. Exceptional Children, 79:4, 479-494. From: http://journals.sagepub.com/doi/pdf/10.1177/001440291307900406#articleCitationDownloadContainer

15. Dhuey, E. & Lipscomb, S. 2011. Funding Special Education by Capitation: Evidence from State Finance Reforms. Education Finance and Policy, 6:2, 316-331. From: http://www.mitpressjournals.org/doi/abs/10.1162/EDFP_a_00031

16. Dhuey, E. & Lipscomb, S. 2013. Funding Special Education by Total District Enrollment: Advantages, Disadvantages, and Policy Considerations. Education Finance and Policy, 8:3, 168-201. From: http://www.mitpressjournals.org/doi/full/10.1162/EDFP_a_00098

17. Tuchman, S. 2017. Education Policy Factors Contributing to Special Education Identification. Theses and Dissertations, University of Arkansas, Fayetteville. From: http://scholarworks.uark.edu/cgi/viewcontent.cgi?article=3508&context=etd

18. Hanford, E. "Hard to Read: How American schools fail kids with dyslexia." APM Reports, September 11, 2017. From: https://www.apmreports.org/story/2017/09/11/hard-to-read

19. The law and regulations and other resources can be found at: https://ideadata.org/resource-library/listing/?search=&topics=569933ee150ba0114f8b45c7

20. For excerpted public comments on the regulation, see: "Identifying Minorities in Spec. Ed: Defining 'Too Many'", Education Week, August 2, 2016. http://www.edweek.org/ew/articles/2016/08/03/identifying-minorities-in-spec-ed-defining-too.html

21. For a description of risk ratio calculations, thresholds, and state-level data on how many districts exceed the ratio, see: U.S. Department of Education. Racial and Ethnic Disparities in Special Education, 2016. From: https://www2.ed.gov/programs/osepidea/618-data/LEA-racial-ethnic-disparities-tables/disproportionality-analysis-by-state-analysis-category.pdf

22. Mandell, D.S., Listerud, J., Levy, S.E., & Pinto-Martin, J.A. 2002. Race Differences in the Age at Diagnosis Among Medicaid-Eligible Children With Autism. Journal of the American Academy of Child and Adolescent Psychiatry, 41:12, 1447-1453. From: http://www.jaacap.com/article/S0890-8567(09)60739-5/abstract

23. U.S. Department of Education. Significant Disproportionality, 2016, 2. From: https://sites.ed.gov/idea/files/significant-disproportionality-qa-03-08-17-1.pdf

24. Morgan, P.L. & Farkas, G. "Is Special Education Racist?" The New York Times, June 24, 2015. From: https://www.nytimes.com/2015/06/24/opinion/is-special-education-racist.html

25. Morgan, P.L. & Farkas, G. "The Wrong and Right Ways to Ensure Equity in IDEA." Education Next, August 10, 2016. From: http://educationnext.org/the-wrong-and-right-ways-ensure-equity-idea/

26. Yang, J., Granja, M.R., & Koball, H. 2017. Basic Facts About Low-Income Children: Children Under 18 Years, 2015. National Center for Children in Poverty. From: http://www.nccp.org/publications/pub_1170.html

27. U.S. Department of Agriculture. Food Security Status of U.S. Households with Children in 2016. From: https://www.ers.usda.gov/topics/food-nutrition-assistance/food-security-in-the-us/key-statistics-graphics.aspx#children

28. Centers for Disease Control and Prevention. Blood Lead Levels in Children Aged 1-5 Years - United States, 1999-2010. From: https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6213a3.htm

29. Currie, J., Greenstone, M., & Moretti, E. 2011. Superfund Cleanups and Infant Health. American Economic Review, 101:3, 435-441. From: http://www.jstor.org/stable/29783785?seq=1#page_scan_tab_contents

30. Whitehurst, G.J. "This policy would help poor kids more than universal pre-K does." Brookings Institution, July 30, 2016. From: https://www.brookings.edu/opinions/this-policy-would-help-poor-kids-more-than-universal-pre-k-does/

31. Almond., D., Hoynes, H.W., & Schanzenbach, D.W. 2011. Inside the War on Poverty: The Impact of Food Stamps on Birth Outcomes. The Review of Economics and Statistics, 93:2, 387-403. From: http://www.mitpressjournals.org/doi/pdf/10.1162/REST_a_00089

32. Cohodes, S.R., Grossman, D.S., Kleiner, S.A., & Lovenheim, M.F. 2015. The Effect of Child Health Insurance Access on Schooling: Evidence from Public Expansions. Journal of Human Resources, 51:3, 727-759. From: http://jhr.uwpress.org/content/51/3/727.full.pdf+html

33. Lafortune, J., Rothstein, J., & Schanzenbach, D.W., forthcoming. School Finance Reform and the Distribution of Student Achievement. American Economic Journal: Applied Economics. From: https://www.aeaweb.org/articles?id=10.1257/app.20160567&&from=f

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special education race poverty blacks hispanics asians native americans disability

# data[].attributes.attachment_link.title
Race, poverty, and interpreting overrepresentation in special education

# data[].attributes.attachment_link.description
New research by Morgan, Farkas, Hillemeier and Maczuga once again finds that when you take other student characteristics-notably family income and achievement-into account, racial and ethnic minority students are less likely to be identified for special education than white students.Though this finding is by now well established, it remains sufficiently controversial to generate substantial media buzz.

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Moving at the Speed of Trust: Disability Justice and Transformative Justice

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Roundtable Discussion: Abolition and Disability Justice

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How To Sign In BASL (Black American Sign Language) | Strong Black Lead

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Reviewed by CCBC

Review Source: Cooperative Children's Book Center
Book Author: Lesa Cline-Ransome

The skillful narrative's imaginative and effective structure, in which Tubman's life unspools from old woman back to childhood, allows the child audience to build on prior knowledge and emphasizes Harriet's agency throughout her life. The many facets of Tubman's life and the many roles she played are vividly portrayed in the full-page paintings that provide a rich backdrop for the fine narrative.

Coretta Scott King Illustrator Honor Book

ALA Notable Children's Book

Charlotte Zolotow Award Highly Commended Title

NCTE Notable Poetry Book

Center for the Study of Multicultural Children's Literature (CSMCL) Best Book of the Year

Booklist Editors' Choice

Kirkus Reviews Best Picture Book

EUREKA! Nonfiction Honor Award

NAACP Image Award Nominee for Outstanding Literary Work-Children

A lush and lyrical biography of Harriet Tubman, written in verse and illustrated by an award-winning artist.We know her today as Harriet Tubman, but in her lifetime she was called by many names. As General Tubman she was a Union spy. As Moses she led hundreds to freedom on the Underground Railroad. As Minty she was a slave whose spirit could not be broken. An evocative poem and opulent watercolors come together to honor a woman of humble origins whose courage and compassion make her larger than life.

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Before She Was Harriet - Social Justice Books

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Reviewed by CCBC Review Source: Cooperative Children's Book Center Book Author: The skillful narrative's imaginative and effective structure, in which Tubman's life unspools from old woman back to childhood, allows the child audience to build on prior knowledge and emphasizes Harriet's agency throughout her life.

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Teaching for Change carefully selects the best multicultural and social justice books for children, young adults, and educators.

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Hear tracks by hip-hop musicians addressing otherizing media depictions, challenges and perseverance.

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Kalyn Heffernan of Wheelchair Sports Camp raps on sharp, direct songs. Credit... Andy Cross/The Denver Post, via Getty Images

Since 2007, Krip-Hop Nation has been releasing mixtapes that showcase a worldwide network of hip-hop artists with disabilities. Here are five songs by members of its extended family that have appeared on them over the years.

On "Hard Out Here for a Gimp," Denver's Kalyn Heffernan drops a deft, cocksure, assonant emo rap about perceptions and medical debt over a staccato art-rap twinkle (courtesy of the keyboardist Ikey Owens of the rock band the Mars Volta). Forty-two inches tall and born with brittle bone disease, Heffernan skewers otherizing media depictions that serve to make nondisabled people feel better about themselves. "Ah 'my cute wheelchair?'" she raps. "It costs as much your sports car."

The rapper Prinz-D, born Darius McCall and based in Washington, wraps a whirlwind of emotion into his lovelorn raps. "When I'm recording, I love to hear the bass and melodies a lot but I have to give that up because my hearing aids filter all the meaty portions of the beat out," he told the music blog D.C. Music Download. "The engineers can't turn up the beat because my aids will squeal."

Over a metal guitar crunch, the Cleveland rapper and Nine Inch Nails fan Deacon Burns of "alternative punk hop" duo Kounterclockwise (which also features Kaya Rogue) confronts police brutality in rapid-fire bursts: "Profiled by the beast, if your skin ain't bleached be discreet or get beat." The group stars in colorful animated music videos and released a short film in 2014, "Kounterclockwise in Forever-Land." "Other then Joe Swanson on 'Family Guy' you rarely get to see a kick-ass wheelchair character in a cartoon," Burns said in a 2014 interview, "so the fact that I go to another dimension and start a revolution and defeat a might[y] ruler all in a wheelchair is pretty dope."

The musician, activist, consultant, public speaker and Krip-Hop co-founder Keith "Fezo da Mad One" Jones made deeply funky '90s-flecked boom-bap on a series of CDs. Born with cerebral palsy, Fezo uses his toes to make beats. On "Alter Ego" he raps that blessings "keep my feet on the right path and MP drum pads."

King Caution, who is from Grand Rapids, Mich., "grinds hard from a wheelchair" after being paralyzed in a car crash in 2006. "How I Feel" mixes stories of his accident and recovery with hard braggadocio.

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Krip-Hop Nation Showcases Rappers With Disabilities. Meet 5 of Our Favorites. (Published 2020)

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Hear tracks by hip-hop musicians addressing otherizing media depictions, challenges and perseverance. Send any friend a story As a subscriber, you have 10 gift articles to give each month. Anyone can read what you share. Give this article Give this article Give this article Since 2007, Krip-Hop Nation has been releasing mixtapes that showcase a worldwide network of hip-hop artists with disabilities.

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"This volume extends an important discourse that critically renders visible the power dynamics that operate at the site of the production of disability among raced populations."

- Teachers College Record

" DisCrit invites all of us to be more alert to, and aware of, how we exist in relationship to the many others working in educational environments."

- H-Net Reviews in the Humanities and Social Sciences

"An excellent resource for practitioners (e.g., teachers, educational leaders) currently in education or related fields (e.g., social work, counseling), as well as graduate-level readers. Highly recommended."

- Choice

"The editors and contributors of DisCrit have changed the game in education. By naming and challenging the politics of ability in education, they have forged new and welcomed ground for the community of critical scholars committed to the larger project of justice in education. This is a must-read for those who witness the realities of urban school systems and are brave enough to do something about it."
- David Stovall, Educational Policy Studies and African-American Studies, University of Illinois at Chicago

" DisCrit: Disability Studies and Critical Race Theory in Education offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities."
- Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education

"With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles."
- Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY

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DisCrit-Disability Studies and Critical Race Theory in Education

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"This volume extends an important discourse that critically renders visible the power dynamics that operate at the site of the production of disability among raced populations." - Teachers College Record " DisCrit invites all of us to be more alert to, and aware of, how we exist in relationship to the many others working in educational environments."

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Krip-Hop Nation: The Crossroads Experience

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Building a movement of seniors, disabled people, and allies

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In honor of Black History Month (February) and International Women’s Day (March 8), we honor black disabled women who have had a powerful impact. Harriet Tubman (1820-1913) is known for her work in…