ABSTRACT Racial disproportionality in special education is an ongoing injustice in schools in the United States. In this article, we investigate the key relationships among education policy, context, and racial disproportionality in special education. We examine this nexus by analyzing one U.S. school district’s response to federal citations for disproportionality in both the over-identification of students of color in special education and over-representation of students of color with disabilities being disciplined. Our findings demonstrate the important role of historical legacies of inequality and the limitations of technical approaches to equity oriented education policies. We end by offering a critical disability education policy approach that accounts for complex sociocultural contexts, attending to disability and its intersections, in an effort to move toward more just and equitable education policies.

中文翻译：

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背景在特殊教育中的种族不成比例研究中如何以及为何如此重要：迈向严重残疾教育政策方法

摘要 特殊教育中的种族不成比例是美国学校中持续存在的不公正现象。在本文中，我们调查了特殊教育中教育政策、背景和种族不均衡之间的关键关系。我们通过分析一个美国学区对联邦对特殊教育中对有色人种学生的过度认同和被纪律处分的有色人种学生的过度代表不成比例的反应来研究这种关系。我们的研究结果证明了不平等的历史遗产的重要作用以及以公平为导向的教育政策的技术方法的局限性。我们最终提供了一种关键的残疾教育政策方法，该方法考虑了复杂的社会文化背景，关注残疾及其交叉点，