One Size Misfits All: The Need for Intersectional Tools in Special Education

Abstract

This paper is an exploration of the intersectionality of disability, linguistic diversity, and cultural identity in special education policy, focusing on how aspects of identities impact students’ experiences and outcomes. Drawing from the 2016 Office for Civil Rights complaint against the Salt Lake City School District, it highlights the disproportionate representation of English learners in special education and the failure to consider linguistic factors during evaluations, including when determining eligibility for specific learning disability. Using an intersectionality framework (Crenshaw, 1989), the paper proposes a toolkit for educators to reflect on and address these intersectional barriers. The Intersectionality Toolkit encourages critical self-reflection, analysis of school policies, and the development of interventions to reduce intersectional inequities. By addressing cultural discontinuity alongside complex systems, the toolkit helps promote more inclusive practices and policies that support the academic and psychological success of students with disabilities, particularly those who have multiple marginalized aspects of identity.