Examining Learning Disabilities in Schools through an Intersectional and Equitable Lens

This book chapter examines the intersection between learning disabilities (LD) and other marginalized identities to understand the diverse experiences of students with LDs and the disproportionalities that exist in LD identification and support in schools. Largely driven by the history and evolution of inclusion of disabilities in schools, Response to Intervention (RtI) arose as a model designed to increase academic performance among students with and without disabilities. Though RtI is a model shown to minimize inappropriate identification of LDs, intersectionality must be taken into consideration to understand the disproportionate representation of culturally and linguistically diverse (CLD) students in special education. Data from the National Assessment of Educational Progress suggest social factors (e.g. socioeconomic disadvantages, racial and ethnic intersection) as a potential cause for disproportionate representation and points to a need to further understand the disproportionality of different groups of students being over- or under-identified to receive special education services.

Identifying Commonalities and Divergences Between Technical Communication Scholarly and Trade Publications (1996–2017)

More than 20 years ago, Elizabeth O. Smith published her points of reference that documented the research trajectory of technical communication from 1988 to 1997. Her results indicated a focus on rhetorical analyses, a decrease in collaborative research, and a disproportionate representation of male authors. This study builds on these points with a quantitative content analysis of 1,271 articles that were published in five leading technical communication journals and Intercom, the trade magazine for the Society for Technical Communication, from 1996 to 2017. The results show that both the research journals and Intercom have pivoted to process-driven rather than product-driven content. The results also suggest that the primary topics of communication strategy and collaboration might be the most likely places to foster future industry–academic ties and that the greatest division between the two populations is the primary topic of rhetoric. This study offers an updated baseline for future investigations by offering an evaluation of disparate content foci between the publication types.

Research Equity in Otolaryngology–Head and Neck Surgery

Equitable research collaborations benefit the quality and relevance of global otolaryngology–head and neck surgery research. However, analyses of existing global health literature have shown disproportionate representation by foreign authors. To avert this inequity and improve global otolaryngology–head and neck surgery research, we propose a framework that emphasizes local representation and capacity building in research.

The progression of diversity: Black women in neurosurgery

While diversity in organized medicine has undoubtedly improved, a disparity remains in the racial and gender makeup of its constituents. This disparity is not distributed equally among all specialties of practice. The surgical subspecialties exemplify this phenomenon by having large gaps between the number of women and racial/ethnic minorities compared to their majority counterparts. Pertaining to neurosurgery in the US, this gap is substantial, with women reaching minority status only within the last 2 years. Among international women in neurosurgery, Black women are even further underrepresented despite efforts in recent years to close the gender gap. The reason for this disparity is likely multifactorial, as Black women demonstrate a unique intersectionality as a minority in regard to both race and gender. In this study, the authors provide historical context for the current state of diversity in neurosurgery and the global strides made by Black women within the field. The authors report recurrent themes in the experiences of Black female neurosurgery attendings and residents as revealed through personal interviews. Furthermore, they examine factors that contribute to the disproportionate representation of Black women in neurosurgery.

Mechanoreceptor synapses in the brainstem shape the central representation of touch

Mammals use glabrous (hairless) skin of their hands and feet to navigate and manipulate their environment. Cortical maps of the body surface across species contain disproportionately large numbers of neurons dedicated to glabrous skin sensation, potentially reflecting a higher density of mechanoreceptors that innervate these skin regions. Here, we find that disproportionate representation of glabrous skin emerges over postnatal development at the first synapse between peripheral mechanoreceptors and their central targets in the brainstem. Mechanoreceptor synapses undergo developmental refinement that depends on proximity of their terminals to glabrous skin, such that those innervating glabrous skin make synaptic connections that expand their central representation. In mice that do not sense gentle touch, mechanoreceptors innervating glabrous skin still make more powerful synaptic connections in the brainstem. We propose that the skin region a mechanoreceptor innervates controls refinement of its central synapses over development to shape the representation of touch in the brain.

Disproportionate Representation in Special Education and the Intersectionality of Race, Ethnicity, and Socioeconomic Status

Over 50 years ago, Dunn expressed concern that many children placed in special education classes were more likely children with mild learning problems from socially culturally diverse backgrounds rather than intellectually disabled. Further, Dunn described the then practices and policies as “morally and educationally wrong.” From this viewpoint, the chapter will use a multifactorial perspective to examine issues regarding disproportionate representation in special education, including communication sciences. Further, the chapter will discuss how these factors intersect with demographic variables such as the race, ethnicity, class, and home language of children with disabilities.

A DisCrit-Informed Critique of the Difference vs. Disorder Approach in Speech-Language Pathology

The disproportionate representation of students of color in special education is among the most longstanding and intractable problems in education. In this chapter, the authors examine the phenomenon of racial disproportionality through the theoretical framework of disability studies and critical race theory (DisCrit). They argue that a DisCrit-informed lens challenges the current framing of racial disproportionality in speech-language pathology as merely resulting from a failure to distinguish between differences and disorders. Rather, racial disproportionality is a predictable outcome of the institutionalized segregation of students based on perceived deviations from normative standards, a process grounded in the mutually reinforcing mechanisms of systemic ableism and systemic racism.

Misunderstood and Mistreated: Students of Color in Special Education

The disproportionate representation of students of color in special education is a serious concern that has lasted for forty years. Research suggests that students of color are too often not identified accurately for special education and that the programs they are placed in are frequently poor in quality. This trend contributes to a less-than-optimal learning environment that lowers their chances for future success. Some of the factors that may contribute to this problem include poverty and inaccurate teacher perceptions. To reduce this problem, teachers can be trained to be culturally responsive and the public-school system can be improved so that students from low-income households receive better services.