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<p>Educational and behavioral service systems continue to struggle to adequately meet the needs of children and families from racially and ethnically diverse backgrounds, particularly those who represent intersecting identities related to race, disability, immigration, and socioeconomic status. This paper examines how Critical Race Theory (CRT) and Disability Critical Race Theory (DisCrit) help explain persistent inequities in special education and applied behavior analysis (ABA). Drawing on scholarship addressing racism, ableism, and cultural marginalization, the paper shows how historical and structural factors influence identification practices, service delivery, and family–provider interactions. By outlining the shared and distinct contributions of CRT and DisCrit, the review demonstrates how these frameworks make visible the systemic and interpersonal factors that shape experiences and outcomes for marginalized communities. The paper concludes with implications and practical guidance for developing culturally responsive, equity-centered, and contextually grounded practices that honor families’ cultural identities and lived experiences across educational and behavioral settings.</p>

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Equity Through Cultural and Critical Frameworks: Rethinking Practices in Special Education and Applied Behavior Analysis

  • 期刊论文

  • 发表日期：

    2026年5月7日

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  • Mohammed Alasmari

摘要

Educational and behavioral service systems continue to struggle to adequately meet the needs of children and families from racially and ethnically diverse backgrounds, particularly those who represent intersecting identities related to race, disability, immigration, and socioeconomic status. This paper examines how Critical Race Theory (CRT) and Disability Critical Race Theory (DisCrit) help explain persistent inequities in special education and applied behavior analysis (ABA). Drawing on scholarship addressing racism, ableism, and cultural marginalization, the paper shows how historical and structural factors influence identification practices, service delivery, and family–provider interactions. By outlining the shared and distinct contributions of CRT and DisCrit, the review demonstrates how these frameworks make visible the systemic and interpersonal factors that shape experiences and outcomes for marginalized communities. The paper concludes with implications and practical guidance for developing culturally responsive, equity-centered, and contextually grounded practices that honor families’ cultural identities and lived experiences across educational and behavioral settings.