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, Ph.D., is Professor at Stanford University’s Graduate School of Education. He is affiliated faculty at the Center for Comparative Studies in Race & Ethnicity and is affiliated with the university-wide interdisciplinary initiative on Learning Differences and the Future of Disability. His scholarly interests include education policy and cultural analysis of disability and its intersections with other sociocultural differences. 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 a member of the National Academy of Education, is a former vice president and a fellow of the American Educational Research Association.
