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The Journal of Special Education
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The Next Generation of Disproportionality Research

Toward a Comparative Model in the Study of Equity in Ability Differences

Alfredo J. Artiles

Arizona State University, alfredo.artiles{at}asu.edu

Aydin Bal

Arizona State University

Minority student disproportionate representation in special education has been debated and (increasingly) studied in the United States for the past 40 years. The purpose of this article is to place this problem in the larger arena of equity studies related to difference in educational practice and propose a comparative model to study it. A first step in the creation of a comparative interdisciplinary paradigm is the publication of this special series. The authors theorize the disproportionality problem and critique U.S. research on the topic before introducing the articles included in this issue, which cover six nations on four continents. The authors conclude with a discussion of key themes to include in the next generation of comparative interdisciplinary research on disproportionality.

Key Words: disproportionate representation • minority students • equity in special education

This version was published on May 1, 2008

The Journal of Special Education, Vol. 42, No. 1, 4-14 (2008)
DOI: 10.1177/0022466907313603
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