What affects has the pandemic had on access to services and education?

In the shadow of Brown: Special education and overrepresentation of students of color. Remedial and Special Education, 26 (2).•Kahn, L. G. & Lindstrom, L. (2005). “I just want to be myself”: Adolescents with disabilities who identify as a sexual or gender minority. The Educational Forum, 79: 362–376. And take in all the required texts including the documentary Best Kept Secret. Your initial post should be at least 250 words, reference each of the texts, and discuss the weekly theme of Marginalization, Oppression, and Power. Please use citations; the documentary citation is: (DiGiacomo & Buck, 2013).Read/review at least 1:•Autistic Self-Advocacy Network. (2020). COVID-19 case tracker. Retrieved from https://autisticadvocacy.org/covid19/.•Klein, R. (2020, April 25). To access online services, New Jersey students with disabilities must promise not to sue. Huffpost. Retrieved from https://www.huffpost.com/entry/new-jersey-special-education-online-services-waiver-coronavirus_n_5ea4637ec5b6d3763590790c•Zimmerman, A. (2020, April 4). NYC gives the OK to shrink special education services amid coronavirus upheaval. Chalkbeat. Retrieved from https://ny.chalkbeat.org/2020/4/8/21225484/nyc-gives-the-ok-to-shrink-special-education-services-amid-coronavirus-upheavalWatch:•Best Kept Secret (documentary)Some of the questions you may choose to consider:•Why is it necessary to consider race, racism, and school segregation when we think about public special education?•What are some of the experiences that disabled students of color and LGBTQ disabled students have at school?•In what ways does ableism work alongside other forms of oppression, like racism, classism, misogyny, homophobia, transphobia, xenophobia, Islamophobia, and anti-Semitism?•Considering the unequal distribution of resources in America and around the world, what options are there for disabled students in less-funded city schools, and for teachers trying to help students toward their futures?•From a disability studies lens, what positives and what critiques do you have about the classroom and education depicted in Best Kept Secret? How does the film connect to what we’ve been discussing in our class so far?•What impact has the pandemic had on disabled people in and out of schools? What affects has the pandemic had on access to services and education?•What takeaways do you have about making schooling better for multiply marginalized students?When it comes to special education, and more generally education for students with disabilities, we have read, watched, and discussed inequality in the way the current schooling system is set up. We have considered some of the history of schooling for disabled students, as well as how categories get created and the impact of categories like “behavior problem” and “intellectual disability” on students and their educations. And we’ve started conversations around inclusive education, from possibilities to pitfalls, from a disability studies in education perspective.Now it’s time to talk about Marginalization, Oppression, and Power. When we discuss special education, we need to discuss ideas about disability and the impacts they have on students with disabilities, and the ableism that people with disabilities face in school settings. Everybody has many identities and experiences, though, and taking a critical disability studies approach, and working toward disability justice, means thinking about identity, intersectionality, oppression, and power.Ableism works alongside other oppression and makes sharply different experiences for disabled students based on the way school react to and handle other embodied differences. It’s critical to learn about the history (and present reality) of school segregation, and connecting it to race and disability, as we can see from Ferri and Connor’s article. Disproportionality is an important concept—it’s all about the ways in which students of color are overrepresented in special education, especially under certain categories of disability. In other words, students of color are more likely to get inappropriately labeled with special education classifications like “emotional disturbance” or “emotional and behavioral disorder” or “intellectual disability” at rates much higher than expected when looking at the proportion of students from different races and ethnicities at school.There are real consequences to both disproportionality and to intersecting oppression, including the school-to-prison pipeline, or what Subini Annamma calls the “school-prison nexus” in the introduction to her book The Pedagogy of Pathologization, which includes her qualitative disability studies research into schooling and incarceration experiences of disabled girls of color. Not every disabled student has the same experience at school. For instance, LGBTQ disabled students face u