Beyond the IEP: Reassessing Equity and Access in U.S. Special Education Post-IDEA
DOI:
https://doi.org/10.5281/zenodo.15522769Keywords:
special education, equity, IDEA, disproportionality, cultural bias, inclusive educationAbstract
This paper critically reexamines equity and access in U.S. special education in the decades following the enactment of the Individuals with Disabilities Education Act (IDEA). While IDEA provides a robust legal framework aimed at ensuring free and appropriate public education (FAPE) for all students with disabilities, significant gaps remain between policy intent and actual practice. This study draws on a comprehensive review of literature and illustrative case studies to investigate the ongoing disparities in special education identification, placement, and outcomes. It highlights how racial and ethnic disproportionality, cultural and linguistic bias in assessments, and systemic disciplinary exclusions continue to undermine the educational experiences of historically marginalized students—particularly Black, Latino, and Indigenous learners with disabilities. Furthermore, the paper examines how inclusive education remains unevenly implemented across school districts, often influenced by structural inequalities, under-resourced schools, and insufficient teacher preparation. Although IDEA mandates inclusion and individualized supports, its implementation often fails to address the intersecting effects of race, class, and disability. The findings call for a reimagining of special education through equity-centered, culturally responsive, and anti-racist lenses. The paper advocates for reforms that move beyond procedural compliance to address root causes of inequity. It emphasizes the importance of engaging families and communities in shaping more inclusive and just educational systems. By reframing special education as a site of social justice, this work contributes to the broader discourse on educational equity and systemic transformation.
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