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In response to Blanchett and colleagues (2009) implications for urban education, the authors provide the following suggestion,“Hence, it is critically important that educators and service providers engage in dialogue that will allow parents to share their perspectives on developmental disabilities in a nonthreatening manner and to have those perspectives respected and included in the provision of service delivery options afforded them” (p.401). I am curious as to how we, as researchers or future teacher educators, stress the importance of this in our teaching, writing and research? How can we center these conversations?

Blanchett  also recommends asking families about their hopes and dreams that may be outside of the mainstream culture ( as discussed on p.404). How could we incorporate these aspirational discussions into an IEP or transition with meaningful intent?

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Here are some questions/thoughts I had when I was reading & would love to know your thoughts.

How can we fill teacher positions in urban schools when there is a shortage of teachers throughout the district? Is there an incentive provided to have highly-qualified educators to go to schools where students are in more need?

There is a need for both general and special education teachers to become further educated on the complexity and intersection of disability, race, culture, and need. Are there classes aimed towards this in the undergraduate track, or are only teachers who pursue higher education receiving this knowledge?

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Regarding Aronson & Boveda (2017), did anyone else pick up on the Combahee River Collective Statement styling while reading it? Their examination of the intersection of White supremacy and the Education Industrial Complex was interesting as they tied the criminalization of students of color in school as sustainability of the American prison industrial complex. The framework – placing the shooting of Charles Kinsey, a Black, male behavior therapist, and the stripping of intersecting identities of Arnaldo Rio Soto, an autistic, Latinx male, within the historical context not only of the USA as a whole but narrowly within the Miami-Dade community was insightful. The case was very close to home and made no sense whatsoever to anyone in this community except, of course, for the spin the police department and police union attempted to make of it.

I actually did not understand the jump from examining the N.Miami case of Kinsey & Rio Soto (which I saw on the nightly news) and the Education Industrial Complex /White Supremacy. Are they saying that educators are necessary actors in criminalizing students of color, thus perpetuating the unconscious (conscious?) bias that leads to actions like those of the officers who shot Kinsey and considered Rio Soto dangerous?

This also led me to question what conditions do we have in present-day FL or the US that are allowing anti- (LGBTQ+, immigrant, CRT, Holocaust, fill in the blank) to resurge and be considered truth? In what ways can we, as educators, engage in discourse to combat this environment?

~ Pat

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A.    Key insights, concepts, ideas:

-  race-place nexus (Morris & Monroe, 2009). (p.1)
- American prison industrial complex (PIC). (ibid)
- Education industrial complex (EIC). (Ibid)

- Through his in-depth analysis of the historical interlocking of race and ability, Artiles argues race and ability identities have always been connected in complicated ways within the American education system

- It is with this understanding that we aim to complicate the shooting of Charles Kinsey and the erasure of Arnaldo Rios Soto’s ethnic identity
using Artiles’s four assertions for interdisciplinary study of the racialization of dis/ability.

-  within a historical understanding, it is necessary to grasp the notion of “space” and who has access to this space, particularly when discussing people with disabilities and/or people of color.

-  “race-place nexus” allows us to consider the intersection of race and place (historically) in shaping contemporary experiences for people of color. We intentionally center “place” as part of our analysis in considering the broader history of race in Miami Dade County, Florida, and the hashtag #BlackLivesMatter that stemmed from the death of Trayvon Martin in Florida. (p.3)

- “What I gather from some of the literature on zero-tolerance, school discipline, and special education, is that these policies are panoptic systems of surveillance, exercises of power used to continuously and purposefully monitor poor youth and youth of color (Foucault, 1977/1995)” (p. 21). We see examples of this Surveillance through metal detectors, surveillance cameras, school uniforms, armed security guards, and on-site school police detachments (Meiners, 2011), as well as through the spectacle of publishing the results of high-stakes standardized testing, which measures ability in linguistic, racial, socioeconomic categories but does not consider the sociopolitical histories that are the source of the supposed achievement gaps (Waitoller & Kozleski, 2015). (p.5)

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From Class: In your small groups, drawing from the readings and your conceptual frameworks / tenets of inclusive education, propose at least four recommendations to Congress for the reauthorization of IDEAWhy are you recommending this (refer to readings and tenets)?What would this mean for schools?What would this mean for teacher preparation?

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From Class: In your small groups, drawing from the readings and your conceptual frameworks / tenets of inclusive education, propose at least four recommendations to Congress for the reauthorization of IDEAWhy are you recommending this (refer to readings and tenets)?What would this mean for schools?What would this mean for teacher preparation?

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I am interested to see how ya'll respond to this specific activity in class:

Develop a conceptual framework / tenets to advance inclusive education
What would you keep from special education?
What would you reject?
How can this framework / these tenets advance social justice for students with disabilities?
What would this mean for teacher preparation?

I discussed some of the concrete examples used in the readings on an inclusive environment for students with autism. However, I find few and far between examples for students with what may be considered mild to severe cognitive disabilities, especially at the high school level. Would love to explore this more and hear your thoughts.

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In relation to the Erevelles (2018) article: How can you apply and reconcile the analysis Erevelles makes that connects global environmental factors caused or compounded by racism with causing disability, and the moves that teachers should make in schools around disability? What does inclusion look like in this sociopolitical context and historical moment given this information?

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In relation to the Erevelles (2018) article: How can you apply and reconcile the analysis Erevelles makes that connects global environmental factors caused or compounded by racism with causing disability, and the moves that teachers should make in schools around disability? What does inclusion look like in this sociopolitical context and historical moment given this information?

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I really like how you are structuring this bord--each of you poses a question nad then respond. I love that you are bringing in the work of Artiles and other scholars and telling your own stories. It would be so great to discuss these more in depth in the context of the course readings as well. -Julia

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What great questions and fantastic responses! - Julia

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Proposed is my question I had while reading:

If we continue to discuss overrepresentation and disproportionality, are we creating change in conversation? Based on our conversations, how can we also create change in theory and practice?

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Gregory and colleagues discuss the impact of disciplinary action on academic achievement as well as the correlation between achievement and subsequent discipline. Given the research presented, how would you possibly address what seems to read as a chicken and egg argument?

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Fish, R. (2019) and Skrtic, T., Saatcioglu, A., & Nichols, A. (2021) raised the phenomenon of status hierarchy in disability categories. IDEA regulations in theory are supposed to give parents rights and equality in the IEP process so they stand on even ground with schools. In practice, I do see status hierarchy and parents with higher social/economic capital able to negotiate/demand a higher-status eligibility for their child for access to more services inside and outside of school, as well as better chance to obtain post-secondary education and training opportunities. How can we as special education advocates and practitioners affect change in a practical manner and bring back the equity in eligibility decisions and provision of services? One way I see to make the entire educational process equitable is to eliminate eligibility categories and instead, use an umbrella “SPED” designation. Have IEPs reflect the individual needs of each student rather than being a pull-down menu of acceptable instructional techniques, accommodations, and minutes based on a category. We always say “eligibility does not drive placement” but in reality it really does.

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Fish, R. (2019) and Skrtic, T., Saatcioglu, A., & Nichols, A. (2021) raised the phenomenon of status hierarchy in disability categories. IDEA regulations in theory are supposed to give parents rights and equality in the IEP process so they stand on even ground with schools. In practice, I do see status hierarchy and parents with higher social/economic capital able to negotiate/demand a higher-status eligibility for their child for access to more services inside and outside of school, as well as better chance to obtain post-secondary education and training opportunities. How can we as special education advocates and practitioners affect change in a practical manner and bring back the equity in eligibility decisions and provision of services? One way I see to make the entire educational process equitable is to eliminate eligibility categories and instead, use an umbrella “SPED” designation. Have IEPs reflect the individual needs of each student rather than being a pull-down menu of acceptable instructional techniques, accommodations, and minutes based on a category. We always say “eligibility does not drive placement” but in reality it really does.

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Fish, R. (2019) consisted of many subjects and phenomena that further unpacking systems that perpetuate racial disparities in special education. Question: Teachers' role in the disproportionality of students within special education is critical. I genuinely believe that in specific contexts, the power of the teacher is not fully realized by the teacher, the parent, and the administration. How best can school districts educate and support general and special education teachers to ensure that they are not perpetuating the continued stigma(s) placed on students of color??

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In this article, disability categories are discussed based on the status of hierarchy in schools. After reading this, I was interested in knowing if disability classifications are helping students or further pushing them into segregation from their peers?

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Fish (2019)- Does the analysis suffice if we ignore other systems?

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Fish (2019)- Does the analysis suffice if we ignore other systems?

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Fish (2019) has some powerful analysis of the ways students may go in and out of disability categories depending on the privilege they possess, and also illustrates the way these categories are nested within the particularities of a local context. The weakest part of the argument for me (based off of my own experience as a teacher) was that labeling is not just dependent on school systems, and in fact, I do not believe in NY school psychologists are able to diagnose autism and ADHD unless they have a license that is of a different kind (which is unusual). This demonstrates how entwined disproportionality is with the medical-industrial complex. So my question is- what do you all make of this and do you think that this complicates how we approach this issue as educators? And if so in what ways/or what do you recommend to change our approach?