Although there is no evidence to indicate that discriminatory practices (including school mission, vision, culture, school-family-community relationships, policies and procedures, resource allocation, and collaborations) in the school setting are the cause of dis-proportionality, research does show a correlation between the two, suggesting that systemic change is a practice that would benefit already marginalized students. Sullivan, Artiles, & Hernandez-Saca provide a general address to dis-proportionality in school settings, recommending how to best benefit from a consultant when looking at a long term (5 year) restructure targeting systemic change in the special education process. In addition, they identify efforts to support the reduction of dis-proportionality, resolutions schools can apply systematically to combat dis-proportionality, and they also make suggestions around reshaping school systems which shape disparities put into place by the school itself.
Systemic change is a HUGE task and calls for comprehensive vertical reform of perspectives, policies, and practices, which could prompt a shift towards reflecting, rethinking, and restructuring oppressive systems. Equity, vision and philosophy of education, stakeholder involvement, professional collaboration, resource allocation, and curriculum, instruction and assessment which support diverse learning are noted as imperative components of systemic change. It is not an easy solution and it most definitely requires dedication and openness at every level over an extended period of time. However, there is belief that it is possible and necessary to eradicate the intersectionality and disparities for ethnic minority students who have also been identified as having a learning disability.
Take a look at this article to read about it in more depth!
Systemic change is a HUGE task and calls for comprehensive vertical reform of perspectives, policies, and practices, which could prompt a shift towards reflecting, rethinking, and restructuring oppressive systems. Equity, vision and philosophy of education, stakeholder involvement, professional collaboration, resource allocation, and curriculum, instruction and assessment which support diverse learning are noted as imperative components of systemic change. It is not an easy solution and it most definitely requires dedication and openness at every level over an extended period of time. However, there is belief that it is possible and necessary to eradicate the intersectionality and disparities for ethnic minority students who have also been identified as having a learning disability.
Take a look at this article to read about it in more depth!
Blog Post Written By: Toshia Mears, Director of School Partnerships
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