The intersection of race, culture, language, and disability: Implications for urban education

Wanda J. Blanchett, Janette K. Klingner, Beth Harry

Research output: Contribution to journalArticlepeer-review

81 Scopus citations

Abstract

To date, few researchers have sought to examine the effect of issues of race, culture, language, and disability, let alone to look specifically at the intersection of these issues, as it relates to special education identification, special education service delivery, and students of color's access to an equitable education. Thus, this article will attempt to help urban education researchers and educators understand (a) why the intersection of race, culture, language, and disability is an urban education issue; (b) how issues of race, culture, language, and disability affect students' and their families' quest for an equitable education; (c) how to advocate for and provide culturally responsive services to racially, culturally, linguistically, and economically diverse students and their families; and (d) the implications of the intersection of race, culture, and disability for urban education practice, research, and policy.

Original languageEnglish (US)
Pages (from-to)389-409
Number of pages21
JournalUrban Education
Volume44
Issue number4
DOIs
StatePublished - Jul 2009

Keywords

  • Culture
  • Disability
  • Language
  • Race
  • Special education
  • Urban education

ASJC Scopus subject areas

  • Education
  • Urban Studies

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