Abstract
The assessment and identification of emotional and behavioral disturbance remain a practice domain persistently beset with concern for inequity, amplified by the stark outcomes of identified students. Outcomes are especially dire for students from racially minoritized backgrounds, and special education is considered by many to be a means of de facto marginalization and segregation. DisCrit offers a lens through which to conceptualize the identification of ED in schools such that profession-wide aspirations related to social justice, equity, and cultural competence can be advanced. In this chapter, we provide a brief introduction to DisCrit, research on ED assessment and identification, and the intersections thereof, followed by a case study and experiential activities.
| Original language | English (US) |
|---|---|
| Title of host publication | Critical Theories for School Psychology and Counseling |
| Subtitle of host publication | A Foundation for Equity and Inclusion in School-Based Practice |
| Publisher | Taylor and Francis |
| Pages | 117-131 |
| Number of pages | 15 |
| ISBN (Electronic) | 9781000475241 |
| ISBN (Print) | 9780367405649 |
| DOIs | |
| State | Published - Jan 1 2021 |
Bibliographical note
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