Commentary: A study found that principals were less likely to grant tour requests when they believed the child was disabled versus nondisabled.
I faced this situation while researching a possible move from Chicago to New York. A major part of the decision was finding appropriate schooling options for our able-bodied son and physically disabled daughter. Scheduling tours of schools in both cities for my son was easy but proved tricky for my daughter. When I mentioned her disabilities in email or phone requests, far fewer schools replied to me.
We found that principals were indeed significantly less likely to grant tour requests when they believed the child was disabled versus nondisabled, an effect that was even larger when they believed the parent was Black. Most principals did not outright say no. They simply chose not to respond. We conducted a follow-up experiment of 578 principals to understand factors motivating this behavior.
While stereotypes and stigma surrounding disability undoubtedly play a role in the continuing marginalization of disabled children and their families, perceived resource constraints are also at the heart of disability discrimination in U.S. schools. When Congress passed the Individuals with Disabilities in Education Act, it mandated that public school districts must educate disabled students no matter how extensive or costly their support needs.
But Congress has never come close to meeting this goal, leaving states and school districts to bear the bulk of the cost of special education. In a context of decreasing public school funding and rising numbers of children identified as having a disability — 15% of all public school students
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