Blog Series: The Myriad Barriers and Opportunities for Students of Color with Disabilities
For students of color, students with disabilities, and those with intersecting identities, the challenges they face are severe.
For countless students of color, students with disabilities, and those with intersecting identities, the challenges they face are severe. Whether due to resource inequities, racial discrimination, and more, many students of color with disabilities are not given the opportunities or resources needed to be successful. For example, students of color are often under-and-over identified as having a disability, and are denied the services, accommodations, and rights they not only deserve, but are legally entitled to under federal law. Furthermore, students of color are more likely to have novice teachers, to attend schools with critical teacher shortages in areas such as special education, and to live in communities with significantly under-resourced schools. That’s why we’re proud to feature a blog series on the intersection of race and disabilities, written by members of our Graduate Student Advisory Council. From the way students with disabilities are disciplined, to the unpreparedness of teachers, you’ll read about their experiences on the myriad barriers and opportunities facing students of color with disabilities.
I’ll start things off with a story of my own:
When I was held back at the end of kindergarten, I was confused and upset. It’s challenging to understand as a child at that age why you are no longer able to accompany your friends to their new classes, and why you must instead start anew with a new cohort of peers. It was around then, however, that I received my diagnosis for an auditory processing disorder — a learning disability that was accompanied with my own Individualized Education Plan (IEP). Unbeknownst to me at the time, the decision to repeat kindergarten and to enroll in special education was lifesaving.
Over the coming years, I would leave class and see my favorite teacher, Barbara Cochrane-Buniva. Class with Mrs. Cochrane-Buniva multiple times a week with a small cohort of fellow classmates was always the highlight of my day. She would help us work through our classroom assignments while also working with us individually on our areas of needed growth, such as reading, basic arithmetic, speech and pronunciation, and much more. Class was suddenly fun again. I developed a love of writing – something I still carry with me to this day — because of her tutelage, and almost every day, I would bring her a manuscript of my most recent stories and drawings to share.
Growing Independence and Confidence as a Student
I also remember vividly the first time I read a book on my own, and the excitement I felt to bring my book and share my achievement with her the following day. Additionally, and importantly, Mrs. Cochrane-Buniva not only taught me how to overcome my learning disability, but she also ensured that my IEP had the necessary accommodations, such as the inclusion of written instructions, additional time to complete tests and assignments, and more.
In addition to her incredible skills as an educator, Mrs. Cochrane-Buniva was also my fiercest and strongest advocate behind the scenes. Despite a well-intentioned attempt by my elementary school’s administration to maintain my placement in special education courses, she fought fiercely on my behalf to place me in the appropriate gifted and talented classes as I progressed through elementary school. Mrs. Cochrane-Buniva’s confidence in me was unwavering, and she knew what I could achieve academically if given the opportunity. That decision would prove consequential in my long-term academic trajectory. By the time I entered middle school, I was considered “double accelerated,” and was able to enroll in the most advanced courses offered, including Algebra I. Upon entering high school, I was eligible to enroll in every AP class offered and I graduated high school as the top male student in my class.
The Stark Differences Between Black and White Students with Disabilities
While my story is an example of how a phenomenal educator can have a profound impact on a child’s life, it is also one of immense privilege. Despite the challenges I faced growing up and my atypical academic journey, I was incredibly lucky to be both who I was and where I was. Not only did I come from a comfortable, middle-class white family with two well-educated parents, but I was also enrolled in a strong, well-funded elementary school in a wealthy suburban neighborhood. My school provided every resource I needed to be successful, including a dedicated school psychologist, who was instrumental in helping me process the challenges I was experiencing at home.
Many students with disabilities do not have the same privileges that were afforded to me — leaving them with fewer opportunities succeed and thrive in the classroom. From chronic absenteeism to school discipline, students of color with disabilities face greater barriers than more privileged students, while also seeing fewer resources. Throughout this blog series, you will hear stories from educators and former students about the experiences that students of color with disabilities face in our education systems along with solutions that can help educators provide students with disabilities the opportunities and support they need.