Racial Disparities and Sub-Separate Settings

Problem: As a Black autistic student, I was more likely to be placed in sub-separate (sub-sep) classrooms due to the racial disparities and inequities around classroom placement for students of color with disabilities. Even though there are many benefits to inclusion, there is a major lack of inclusion in schools. Historically, there has been an over-assignment of Black and Latinx students with disabilities in sub-sep classrooms, and this issue still continues today.

For example, in the school year 2022, 54% of Black students with autism and 44% of Hispanic students with autism were placed in sub-sep classrooms in Massachusetts compared to only 26% of White students with autism.  This disparity can be considered a form of racial segregation because students of color with disabilities are separated from their peers. Many families of color do not know their options when it comes to inclusion because schools often do not provide families with the necessary information to ensure that they are familiar with their rights and what they may be legally entitled to.

It is not uncommon that schools spread misinformation about special education services and tell families that students with disabilities (SWD) can either receive support in sub-sep classrooms or not receive any support in general education (gen-ed) classrooms. However, this is not true because many SWD can receive accommodations in gen-ed classrooms based on the needs listed in their IEPs. When schools discuss placement within IEP meetings there needs to be considerations to what is outlined in the IEP.

With nationwide staffing shortages, many school districts have unfortunately based the services and supports that they provide based on capacity, rather than individual need of the student.

Solution: My mom had to fiercely advocate for me to be placed in gen-ed classes. She believed that I could and should learn the same material as students without disabilities.

During an IEP meeting, my mom spoke with the gen-ed teacher, who gave me a trial run in a gen-ed class with accommodations. Once the trial run was over, my mom and the gen-ed teacher agreed that the gen-ed class was the best fit for me.

Outcome: My mom was successful, and I was placed in gen-ed classes. I learned the same material as my non-disabled peers and was given accommodations to help me succeed. If I had not been placed in gen-ed classes, then I might not have earned my high school diploma. I am thankful for inclusion as an option because my academic potential was not underestimated, and I felt connected to the school community.