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Information Age Publishing Inc. PO Box 79049,Charlotte, NC 28271-7047 Tel: 704-752-9125 Fax: 704-752-9113
URL: www.infoagepub.com CALL FOR CHAPTERS
Untold Narratives: Blacks who received Special Education services and succeeded beyond expectations
Information Age Publishing Inc.Shawn Anthony Robinson Ph.D. Editor
Background and OverviewBlack students have been faced with educational obstacles for over hundreds of years despite the 1954 historical Brown v. Board of Education case that aimed to change policy and practice, along with ensuring equal education for Black students (especially with disabilities) (Hardman & Dawson, 2008). This landmark case caused school districts to reverse their policies of racial segregation, which violated the equal protection clause of the 14th Amendment to the United States Constitution (Albrecht, Skiba, Losen, Chung, & Middelberg, 2011). The Brown case found that Black students were not receiving an education equal to their White peers. To help alleviate this inequality, over 60 years ago, the United States government passed the Title I Elementary and Secondary Education Act (ESEA), which ensured that all students have access to a fair and equal opportunity to receive a high-quality education that also allowed them to meet proficiency or higher on state academic achievement standards and assessments (Kaufman & Kaufman 2005). Scholars noted that the ESEA policy emphasized equal access to an adequate education and should include early intervention, differentiation instruction, high standards and accountability measures (Ehri, 2005; Fuchs, et al., 2011; Phillips, Hayward, & Norris, 2011; Wixson & Carlisle, 2005). Policies were implemented because of the academic inequalities Blacks were facing during the 1960s and prior.
These changes occurred because community advocates, Civil Rights leaders and parents of Black students had had enough of their children failing, which pressured the United States government to take action by establishing the IDEA and the Rehabilitation Act of 1973 - Section 504 (Schraven & Jolly 2010). The purpose of IDEA was to protect students who meet one of the 13 disability categories that severely affect their academic progress in order for them to qualify for or receive additional services. All students are protected under the IDEA until the age of 22, receive a free and appropriate education, and have the right to special education or any related academic support services. The Rehabilitation Act of 1973 (Section 504) protects students from any type of discrimination on the basis of their disability and qualifies them to not only receive federal funding, but also for school districts to provide necessary resources for the students to become successful. Even with implementation of those practices and policies by the federal government, inequalities in the academic system are still a serious problem for Blacks in special education today (Kaufman & Kaufman, 2005). Inequalities in the academic system continue to persist; scholars have argued that Blacks have been warehoused in special education at similar rates to those getting pushed into prison (Civil Rights Data Collection, 2012). In fact, although Section 504 protects students from any type of discrimination on the basis of their disability and qualifies them to receive Federal funding, Black students are served at disproportionate rates. The Brown v. Board of Education (1954) ruling and Federal programs for students with disabilities have had minimal impact on the educational progress of Black students in special education.
ObjectiveIn this edited volume, manuscripts will capture the voices of Blacks who have received special education services in high school and thereafter, and navigated the system. The significance of this book is that it could help teachers across a wide array of academic disciplines who are interested in meeting the needs of Black students in special education (Robinson, 2015a; 2015b; 2014; 2013). While this book will emphasize successful narratives, it will also provide counter-narratives to demystify the myth that Blacks in special education cannot succeed or obtain the terminal degree. The edited volume will focus on a population written off as high achievers and neglected by society. Moreover, the volume will shed light on storytelling (Chang, 2013; Ellis, 2011) with the goal of reaching Black students in special education. Furthermore, authentic voices of Blacks who have received special education services have often been absent in educational literature.
Topics for ConsiderationWhat follows are potential topic areas that would be included in this volume. Each section will include individual chapters by invited authors that will focus on their area of expertise. Following prefatory and introductory chapters, the book will be divided into introductory sections, which will include approximately three chapters per section:
2. Physical development (Orthopedic Impairment) 3. Communication development (Deafness; Speech or Language Impairment, & Hearing Impairment) 4. Social or emotional development (Emotional Disturbance) 5. Adaptive development.
Articles must promote critical examination of issues facing Blacks in special education (P-20) and provide specific recommendations for policy and practices. Furthermore, the chapters will be unique as the authors will frame their lived experiences – stories - through a sociocultural theory, critical race theory or another theoretical framework relating to social justice.
AudienceThe edited volume will be accessible to a widespread of teacher preparation programs, graduate level students, researchers, faculty, correction educators, juvenile detention and public school administrators. Our intended audience is composed of Special Education and English language art teachers. While this book is primarily a reference resource, it is possible that faculty could adopt it as a textbook for undergraduate or graduate level courses. The book will be indexed, making it desirable for adoption by academic libraries.
Submission ProcedureSubmissions should follow the Publication Manual of the American Psychological Association (APA), 6th ed., 2010, double-spaced, 12-point font, and Times New Roman font. Articles should not exceed 20 pages in length (not including tables, figures, and references).
TimetableChapter proposals along with title (1-3 pages and abstract 120 words) should be emailed to Shawn Anthony Robinson (drshawnanthonyrobinson@gmail.
August 2016 – Proposal submission process
September 2016 – December 2016 Commission authors to prepare chapters January - March 2017 – Review and request changes April - June 2017 – Author revisions/Final compilation/review page proofs and index June 2017 – Book assembled and submitted August 2017 – Book published
InquiriesPlease direct all questions to Shawn Anthony Robinson PhD at drshawnanthonyrobinson@
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Information Age Publishing | P.O. Box 79049 | Charlotte, NC 28271-7047
T: 704.752.9125 | F: 704.752.9113 | E: info@infoagepub.com
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