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Dis/ability, Race, and Advancing Equity with Families

By Community Engagement

In the United States, children continue to face issues of inequity at the intersections of dis/ability and race. For instance, children and youth of Color continue to be over-identified in the categories of emotional behavioral disorder, intellectual dis/ability, and learning dis/ability (Artiles, Kozleski, Trent, Osher, & Ortiz, 2010; Skiba et al., 2008; Zhang, Katsiyannis, Ju, & Roberts, 2014). African American children and youth are more likely than peers with the same dis/ability label to be placed in more restrictive settings (Banks, 2017; Ford & Russo, 2016), leading to lower graduation rates (Reid & Knight, 2006).

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