The Disability, Culture, and Equity Series explores one of the most pressing needs in the field of special and general education—how to effectively educate minoritized learners with disabilities—and will help readers to understand how this goal is fundamental to achieving equity for all learners. Books in the series will provide educators, researchers, and policymakers with pathbreaking research-based knowledge and recommendations for practice that can transform both our understandings of how to educate minoritized students, as well as to create culturally responsive research based practices and policies that effectively address educational inequalities.
From Multi-tiered Systems of Support to the racialization of disabilities to proven strategies for inclusive classrooms, research and practice in the field is changing rapidly. The diversity of our nation’s schools will only continue to increase, and the need for educators to develop sound culturally responsive practices is greater than ever. Policymakers are eager to find ways to increase equitable outcomes for all learners. Researchers want to understand the ways in which culture, disability and other social markers intersect, and the impact of cultural and various forms of difference in educational outcomes. The Disability, Culture, and Equity Series will address this range of needs across the educational community, as it charts new ground in offering an interdisciplinary approach to disability.
Alfredo J. Artiles, is the Lee L. Jacks Professor of Education at Stanford University. He is Director of the Center for Opportunity Policy in Education and Director of Research at the Center for Comparative Studies in Race & Ethnicity. His scholarship examines how protections afforded by disability status can unwittingly stratify educational opportunities for other minoritized groups and is advancing responses to these intersectional inequities. Dr. Artiles was a member of the White House Advisory Commission on Educational Excellence for Hispanics and was a Resident Fellow at the Center for Advanced Study in the Behavioral Sciences. He is an elected member of the National Academy of Education, was elected Vice-President of AERA to lead its Social Context of Education Division and is a Fellow of AERA, the Learning Policy Institute and the National Education Policy Center. He received an honorary doctorate from the University of Göteborgs (Sweden).
Shameeka M. Wilson, M.Ed is a doctoral student in the Race, Inequality, and Language in Education (RILE) program in the Stanford Graduate School of Education. Prior to her doctoral studies, she received her Bachelor’s of Science in the Professions in Deafness: K–12 Deaf and hard of hearing Teacher Licensure program, a Masters in Teacher Education with a concentration in Teaching English to Speakers of Other Languages (TESOL) and taught special education. Her scholarly interests include teacher advocacy in K-20 schools, specifically for emergent bilingual (EB) students, receiving special education services, that are also enrolled in Dual Language Bilingual Education (DLBE) programs in the United States. She is an Enhancing Diversity in Graduate Education (EDGE) fellow and also serves as a research assistant for the Center for Supporting Excellence in Teaching (CSET).
Chris E. Plantinos, M.S.Ed is a doctoral student in the Race, Inequality, and Language in Education (RILE) program and Curiculum Studies and Teacher Education at the Stanford School of Education. Prior to his time at Stanford, Chris received his Bachelor of Arts in History with a minor in Race and Resistance Studies, and his Masters of Science in Education, with a concentration in Special Education. While enrolled in his Master's program, Chris also began his career as a special educator in the Fordham neighborhood of the Bronx, New York. Chris’ scholarly interests aim to assist the enhancement of teacher pedagogy concerning special education/culture and students' personal success.
Melissa S. Lewis is a Doctoral Student at Stanford University in the Developmental and Psychological Sciences Program. Prior to pursuing her Ph.D. Melissa taught for a year in a Spanish-English dual language school in the state of Delaware. Her current line of research focuses on the writing development of multilingual learners with learning disabilities. She is interested in exploring the markers that determine writing difficulty stemming from language, disability and or the combination of both.