Diversity, Disability, and Decision-Making: Examining the Perceptions of Educational Decision-Makers
The purpose of this nonexperimental, quantitative study was to explore the perceptions of educational decision-makers regarding the importance of factors that relate to educational decision-making for racially, ethnically, or linguistically minoritized students who may have disabilities. Further, the researchers explored the relationship between the cultural intelligence of educational decision-makers and their perceptions of the importance of factors that relate to educational decision-making. Educational decision-makers (n = 120) included teachers, school psychologists, and local education agents. Results revealed that participants perceived factors related to prereferral/referral processes to be more important in decision-making when compared to factors related to eligibility determination; yet participants self-reported feeling more confidence in making decisions involving eligibility determination. Cultural intelligence was found to be a significant predictor of participants’ reported confidence for making such decisions. Participants found language to be a particularly important area to consider in their decision-making. Findings may serve to inform equitable special education policies and practice and improve educational decision-making regarding students with diverse educational needs.ABSTRACT
Contributor Notes
Annela Costa, Ed. D., is a certified and licensed school psychologist in Florida. She presently works with elementary and secondary students conducting psychoeducational evaluations and providing school-based mental health services. She also serves as an adjunct professor at Florida International University. Her research interests include multiculturalism, school-based mental health, and the promotion of diversity, equity, and inclusion in educational practices.
Elizabeth D. Cramer is Professor of Special Education and Graduate Program Director of Teaching and Learning at Florida International University. Her research is focused on the education of high-need children in inclusive urban settings. Her work explores opportunity and achievement gaps; the intersection of race, culture, language, poverty, and disability; collaboration with diverse family and faculty; data-based decision making; and placement issues and educational outcomes for minoritized learners. She is Past President of both the Division of Diverse Learners of the Council for Exceptional Children and the Florida Council for Exceptional Children.
