Mapping Access and Opportunity for Students with Disabilities: Urban K–8 Schools as Pockets of Privilege

Julia M. White; Beth Ferri; Christine E. Ashby; Paul H. Bern; Lauren Ashby

doi:10.1080/00131725.2020.1801051

Mapping Access and Opportunity for Students with Disabilities: Urban K–8 Schools as Pockets of Privilege

Julia M. White, Beth Ferri, Christine E. Ashby, Paul H. Bern, Lauren Ashby

Department of Teaching & Leadership

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

Using a DisCrit intersectional lens and statistical and spatial methods, we trace how the creation of K-8 schools functioned to create pockets of privilege in one urban U.S. school district. K-8 schools were both whiter and wealthier than district averages, serving as “enclave” schools. Although far fewer students with disabilities were served in K-8 schools compared to traditional elementary and middle schools, those attending K-8 schools were more likely to be educated in inclusive settings.

Original language	English (US)
Pages (from-to)	356-376
Number of pages	21
Journal	Educational Forum
Volume	84
Issue number	4
DOIs	https://doi.org/10.1080/00131725.2020.1801051
State	Published - Aug 31 2020

Keywords

K–8 schools
critical race spatial analysis
disability critical race studies
educational placement
inclusive education
special education
urban schools

ASJC Scopus subject areas

Education

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10.1080/00131725.2020.1801051

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abstract = "Using a DisCrit intersectional lens and statistical and spatial methods, we trace how the creation of K-8 schools functioned to create pockets of privilege in one urban U.S. school district. K-8 schools were both whiter and wealthier than district averages, serving as “enclave” schools. Although far fewer students with disabilities were served in K-8 schools compared to traditional elementary and middle schools, those attending K-8 schools were more likely to be educated in inclusive settings.",

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AB - Using a DisCrit intersectional lens and statistical and spatial methods, we trace how the creation of K-8 schools functioned to create pockets of privilege in one urban U.S. school district. K-8 schools were both whiter and wealthier than district averages, serving as “enclave” schools. Although far fewer students with disabilities were served in K-8 schools compared to traditional elementary and middle schools, those attending K-8 schools were more likely to be educated in inclusive settings.

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Mapping Access and Opportunity for Students with Disabilities: Urban K–8 Schools as Pockets of Privilege

Abstract

Keywords

ASJC Scopus subject areas

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