Date of Award
8-2023
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Child, Family, and School Psychology
First Advisor
Cynthia Hazel
Second Advisor
Nick Cutforth
Third Advisor
Devadrita Talapatra
Fourth Advisor
Duan Zhang
Keywords
Data visualization, Dis/ability, Disproporitonality, Gender, Intersectionality, Race
Abstract
Disproportionality in special education (SPED) is upheld by systems and individuals, policies, and practices that both reflect and shape the local communities within which it exists. Even with many proposed solutions for disproportionality, it persists. This two-manuscript dissertation explores two characteristics that make disproportionality difficult to solve (e.g., inconsistent findings and persistence) and proposes a tool to inform data-based decision making in interventions for disproportionality in SPED.
Manuscript One (M1) includes a literature review and development of the Gender and Race Intersectionality Disproportionality- Tool (GRID-T). Based on the findings of the literature review about inconsistence and persistence, I crafted three criteria to enhance interventions for disproportionality: 1) utilization of local data, 2) the use of intersectional data, and 3) criterion comparisons. The GRID-T is a web-based visualization of gender, race, and dis/ability risk ratios for individual schools calculated from the 2017-2018 Office for Civil Rights data.
Manuscript Two (M2) is a Delphi study that was used to preliminary validate the GRID-T. I conducted three rounds of iterative questioning with eight experts in MTSS. The findings of this study suggested that the utility of the tool included: promoting awareness, preventing disproportionality, and informing root cause analyses. The limitations of the tool included the “We’re Fine” mentality, misinformed nonaction, and limited comparisons. The prerequisite knowledge needed to use the GRID-T effectively fell into three categories: statistical training, educational training, and website training. Finally, the suggested improvements included providing information on action planning and further resources for what users can do after using the GRID-T. Overall, the study of the GRID-T as an intervention for disproportionality in SPED provided clear uses and limits that will help inform the trainings created for and initial uses of the GRID-T in practice.
Copyright Date
8-2023
Copyright Statement / License for Reuse
All Rights Reserved.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Audrey J. Ford
Provenance
Received from ProQuest
File Format
application/pdf
Language
English (eng)
Extent
332 pgs
File Size
6.2 MB
Recommended Citation
Ford, Audrey J., "The Gender and Race Intersectional Disproportionality-Tool (GRID-T): An Exploration of Practitioners’ Access to and Use of High-Quality Data for Special Education Placement" (2023). Electronic Theses and Dissertations. 2273.
https://digitalcommons.du.edu/etd/2273
Discipline
Special education, Disability studies
Included in
Accessibility Commons, Educational Psychology Commons, Gender Equity in Education Commons, Race, Ethnicity and Post-Colonial Studies Commons, Special Education and Teaching Commons