Since the inception of special education, scholars and practitioners have been concerned about the disproportionate representation of students from culturally and linguistically diverse backgrounds among students identified with disabilities. Professional efforts to address this disproportionality have encompassed a range of targets, but scholars increasingly view disproportionality as a complex, multiply-determined problem that requires systemic change to ameliorate disparities. In this article, we describe a framework for systemic change to foster equity in special education identification and placement. We discuss the use of ecologically oriented organizational consultation as a means of facilitating systemic change, emphasizing the role of stakeholders, and the implications for school psychology practice and training.
|Original language||English (US)|
|Number of pages||19|
|Journal||Journal of Educational and Psychological Consultation|
|State||Published - Apr 3 2015|
Bibliographical noteFunding Information:
The second author acknowledges the support of the Equity Alliance at ASU. The third author acknowledges the support of the US Department of Education Office of Special Education Programs Leadership Grant ‘‘Special Education for School-wide Equity and Access’’ (#H325D080027).
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