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Warren Nutter and James M. Buchanan did not revise “Universal Education” to turn against providing tuition grants to segregated schools in 1965. Their revised text contains no call to expel segregation academies from the tuition grant program and does not even express disapproval of the goals or the work of segregation academies. Recent claims to that effect by Fleury (2023) and Levy and Peart (2023) cannot be sustained by either textual or contextual evidence.

The article deals with one of the key causes of Roma children's low academic achievement, notably their presence in segregated special schools originally reserved for mentally disabled children. The purpose of the research was to analyse the assessment process for school‐readiness and special educational needs, and discover the reasons for Roma children's widespread failure on the tests.

Using a quantitative survey and qualitative focus group interviews, the study analysed the assessment process for school‐readiness and special educational needs.

The tests in use offer an overly generalized picture of children's abilities. The test results have little influence on the actual decisions about the schools children will be sent to. Roma children tend to do significantly worse on the tests than non‐Roma children, in all examined areas.

The situation of Roma is similar in all countries of the East and Central European region, and resembles the situation of all socially excluded ethnic minority groups. The results can therefore contribute to a better understanding of the educational situation of Roma and other ethnic minority groups in the region. However, the education system as well as the process of determining special educational needs are in several ways unique in each country. The findings therefore have limited validity outside of Hungary.

Although the problems with Roma children's academic performance are well documented, there had been no research in Hungary that focused on the selection process and the problems of using assessment tests in determining Roma children's special educational needs.

This chapter provides an overview of special education in Canada, with specific reference to historical and modern trends and practices. Information regarding demographic trends, legislation and policy, contentious issues, Provincial differences, school and classroom practices, teacher education and professional development, and family involvement are outlined. The chapter concludes with a discussion of the ongoing challenges faced by education jurisdictions in Canada with respect to special education.

The purpose of this paper is to use Separate is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation, by Duncan Tonatiuh, along with other materials on school segregation to address the question, is separate ever equal?

Students compare and contrast segregated schooling using a Venn diagram, then research other instances of school segregation, paying attention to the time periods, geographic locations, and impact on segregated individuals. In pairs, students identify these locations on a US map and create a class timeline of the instances of segregation they uncover. Using their research, the class then discusses segregation and its impact on the segregated groups and individuals. Afterwards, students compare their school to the schools researched to determine if segregation exists in their school, and form a class position statement on the importance and benefits of school desegregation.

Students will build an understanding of the importance and benefits of school desegregation and the negative impact of segregation.

This lesson plan brings together multiple texts that illustrate the impact of segregation on various cultures in America.

This chapter traces the intersectional experiences of one Black woman through pre-Brown schooling, becoming a teacher under a post-Brown court order, hiring teachers as a school leader in a large metropolitan, southern city, to her current position as a leader-educator at a state university. Informed and contextualized by social, political, and historical events associated with the pre-Brown segregation, desegregation, and post-Brown eras, this chapter uses narrative autoethnographic reflectivity and storytelling to understand and analyze the nuances of educational hiring practices through the prism of one Black woman's educational journey. The story is significant because it not only provides evidence of the subtleties and nuances of racism but it also describes the changes in teaching, leadership, and hiring practices in southern public education over the last 60 years.

Given the global surge toward the decolonization of curriculum and greater educational equity during the past year, this study helps us to understand the forces and factors that support or inhibit greater equitable access to quality education for all children. In this chapter, the authors analyze and compare a myriad of challenges experienced by the United States and South Africa as they attempt to move beyond a history of racial segregation and apartheid to more equitable access to quality education for all learners. The chapter begins with a brief historical synopsis of each country’s attempts to move beyond years of entrenched racial segregation and/or apartheid governance to greater life chances for all individuals. This discussion includes the role and negative impact of race, ethnicity, geography, language, and/or socio-economic status on enhanced access to equitable education for all. A review of key theoretical perspectives follows and will help to explain how such inequities have survived, as well as how they might be transformed into agents for positive social change. The chapter concludes by suggesting a “way forward” derived from positive historical examples of exceptionally high quality education experienced by some learners, even during difficult periods of racial segregation.

This chapter focuses on the special education system of education in Poland since the transformation of the political system in the late 1980s. The move from segregated settings toward more integrated settings for students with low-incidence disabilities is described along with the new structure of special education identification and classroom settings. Current strategies and support for students with high-incidence disabilities in Poland who are placed in general education and special education are discussed. Ideas on how to improve the existing system are outlined and solutions are presented. Overall, the implementation of educational reforms brought about positive changes in educational settings for most students identified with special needs in Poland. Due to this emphasis on inclusion, more students with high-incidence disabilities have the chance to succeed in integrated schools with adequate support.

Significant differences exist in the racial composition of America’s student and teacher populations. This reality is compounded by the racial re-segregation patterns affecting many schools and systems in the USA. These trends make it increasingly less likely that educators encounter racial diversity during their experiences as K-12 students and more likely that they encounter racial diversity as educators. This paper aims to present the results of a study designed to explore the consequences of this reality on those educators’ abilities to successfully reach their students?

The present study used a quantitative exploratory design. Data were analyzed to determine if educators’ experiences as K-12 students affected their present self-efficacy for teaching in diverse classrooms, their self-efficacy for using culturally responsive techniques, and their confidence in the merits of deploying these approaches in classrooms.

Data from the present study suggest that educators whose school experiences included significant interactions in racially diverse settings are significantly more likely to possess a higher level of self-efficacy than those who do not.

This study illuminates an unexplored consequence of school resegregation and lends support for efforts to diversify the teaching force and resist school resegregation.

States that historically, students with disabilities in the public schools in the USA were subjected to discrimination in the form of segregation from non‐disabled students. Also reports that much of this discrimination has subsided in recent years owing to successful advocacy by parents and community organizations before the Congress of the United States and both the federal and state judiciary. Reveals that national legislation was created so as to protect the education rights of such students and the courts have provided tests for their integration into school systems. Notes that, currently, there is some concern that this advocacy has gone too far and that court decisions authorizing “full inclusion” misinterpret the full extent of the law. Examines the scope of education for disabled children and provides a legal analysis of the educational placement of students with disabilities in the “least restrictive environment”.

Sweden is characterised by high social regulation and an overall high social cohesion of context and structural elements of the school system and thus could be described as a hierarchist system. This position is strong and longstanding in Sweden and, with the exception of a short period of decentralisation and deregulation from the 1980s to the beginning of the 1990s, it has strengthened during the past two decades. However, diversifying elements threatening the social cohesion have been observed in Sweden. Severe school segregation is observed, which undermines the democratic values for a school for all. It is plausible that the deregulation during the 1980s and 1990s enabled successful schools to develop, meaning that teachers and school leaders could make use of research in relation to local needs and preconditions. However, this also meant that the deregulation worked as a barrier to evidence-informed practice within unsuccessful schools, as they were left alone. Since their improvement capacity was low and they lacked professional networks, teachers and school leaders got segregated and isolated when it came to making use of research. This situation paved the way for a wave of re-regulations aiming at supporting unsuccessful schools. Successful schools seem to use these regulations for enabling improvement; however, it is questionable how it works for unsuccessful schools. The regulations on a national level concerning curriculum, marking changes, and a clear focus on professional learning and instruction, seem to have enabled the national goal achievement. Nevertheless, there are a large group of schools where the regulated and national support work as a barrier to challenge the local school culture and enable change.