Disrupting the System: How Social Systems Perpetuate Educational Segregation of Students with Extensive Support Needs

Authors

    Kirsten R. Lansey , Kristin K. Burnette , Diane L. Ryndak

Published:

2023-03-26

DOI:

https://doi.org/10.52291/ijse.2023.38.6

How to Cite

Lansey, K. R., Burnette, K. K., & Ryndak, D. L. (2023). Disrupting the System: How Social Systems Perpetuate Educational Segregation of Students with Extensive Support Needs. International Journal of Special Education, 38(1), 58–68. https://doi.org/10.52291/ijse.2023.38.6

Abstract

Education teams continue to place students with extensive support needs (ESN) in segregated settings despite nearly 50 years of research culminating in the conclusion that students with ESN have better outcomes when educated in general education contexts. This article uses Bronfenbrenner’s ecological systems theory to explain how social systems influence the beliefs, attitudes, and decisions made by education team members about the educational placement of students with ESN. This article describes: (a) Bronfenbrenner’s ecological systems theory to explain how each social system influences decisions made about the educational placement of students with ESN; (b) the history of educational segregation of students with disabilities; (c) macrosystems of education team members and how they perpetuate segregated placement decisions of students with ESN; and (d) actions to disrupt the education system and segregated placement decisions.

Keywords:

Ecological systems theory, placement decisions, inclusive education, systems change, extensive support needs

Issue

IJSE Vol 38, No: 1, 2023

Volume 38, Number: 1, Year 2023 of International Journal of Special Education