Race & Disability: What’s Bias Got To Do With It?
Date: Tuesday, March 19, 2013
Location: Saint Mary's University Center
All too often, when implementing reforms designed to address the underperformance of minority students with and without disabilities, we first seek to identify and implement evidence-based practices that will hopefully improve academic outcomes for these learners. True, evidenced-based practices can make a difference, but what happens if the well-meaning teachers implementing them have low opinions about the capabilities of the very students they are trying to help? What happens if they believe that deficits residing within cannot be “fixed”? In other words: What’s bias got to do with it and how can we minimize its impact on student learning? The good news is that there are tools that can be used to identify bias and strategies that can be applied to minimize them. These tools and strategies will be explored in this session.
Participants who attend this session will leave with
- A heightened awareness about how bias works even in schools that are committed to improving outcomes for underperforming students
- A more in depth understanding of how to identify the biases that affect teacher performance and student learning
- Strategies that can be used to minimize bias and facilitate effective delivery of evidence-based practices
About the Presenter
Stanley C. Trent is Associate Professor of Special Education in the Curry School of Education at the University of Virginia. His current research foci include multicultural teacher training in special education, the disproportionate placement of culturally and linguistically diverse (CLD) students in special education and gifted education, and inclusive education practices in K-12 urban schools. His unique professional experiences as a special education teacher, administrator, teacher educator, and researcher have provided him with both the practical and theoretical knowledge needed to examine the implementation of education reforms for CLD learners with exceptionalities.
In the year 2000, he received the Alpha Phi Foundation’s Professor of the Year Award, International. In 2002, he was awarded the outstanding publication award for volume 25 of Teacher Education and Special Education.