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The Intersection of Race, Culture, Language, and Disability

Implications for Urban Education

University of Colorado Denver

Janette K. Klingner

University of Colorado at Boulder

Beth Harry

University of Miami

To date, few researchers have sought to examine the effect of issues of race, culture, language, and disability, let alone to look specifically at the intersection of these issues, as it relates to special education identification, special education service delivery, and students of color’s access to an equitable education. Thus, this article will attempt to help urban education researchers and educators understand (a) why the intersection of race, culture, language, and disability is an urban education issue; (b) how issues of race, culture, language, and disability affect students’ and their families’ quest for an equitable education; (c) how to advocate for and provide culturally responsive services to racially, culturally, linguistically, and economically diverse students and their families; and (d) the implications of the intersection of race, culture, and disability for urban education practice, research, and policy.

Key Words: race • culture;language • special education • disability • urban education

Urban Education, Vol. 44, No. 4, 389-409 (2009)
DOI: 10.1177/0042085909338686


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