Critical Investigation of Resegregation Patterns in Special Education: Toward an Anti-Racist Special Education Model.

The article critically investigates the resegregation—defined as the overrepresentation—of Black and Latinx students in special education (SPED) in the United States, examining its causes, student experiences, and anti-racist interventions. Using a framework grounded in Critical Race Theory (CRT), Disability Critical Race Theory (DisCrit), and Quantitative Critical Race Theory (QuantCrit), the study synthesizes quantitative data analysis and qualitative meta-analysis to reveal that educators' biased referrals and deficit-based evaluations contribute to unjust identification and segregation of these students. The research highlights the detrimental academic and social impacts of segregated SPED placements and underscores the role of anti-racist teachers and justice-based pedagogies in disrupting resegregation. Culminating in the proposal of an anti-racist special education model, the article offers implications for teacher preparation, educational policy, and practice aimed at fostering equitable, inclusive instruction and dismantling systemic racism and ableism in special education.