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by Catherine Kramarczuk Voulgarides (Author), Tania May (Foreword by), Mildred Boveda (Afterword by)
An astute analysis of how the US Individuals with Disabilities Education Act is enacted in K-12 schools and a clarion call for a shift away from perfunctory compliance and toward true equity
In Beyond Compliance, Catherine Kramarczuk Voulgarides underscores the urgent need for change in how US schools implement the Individuals with Disabilities Education Act (IDEA). Voulgarides finds that, although the landmark legislation has benefited millions of eligible public school students with disabilities, it has also indirectly amplified educational inequities, such as the enduring problem of racial disproportionality in special education across classifications, placements, and disciplinary outcomes. Through analysis of the latest research and stories of special education in action, Voulgarides shows that IDEA's success depends greatly on how it is interpreted and applied by educators and school administrators.
The book guides practitioners in a critical examination of special education policies and procedures in their institutions. It provides critical tools, concepts, and question prompts to analyze IDEA compliance and its equity impacts on individuals and systems. It gives an actionable framework to help educators recognize the paradox of compliance--where adherence to the letter of the law does not always produce favorable outcomes for students--and its contributing factors, and to identify pathways for transformation that move toward racial and ability equity at the local level.
Ultimately, Voulgarides makes a compelling case for schools to practice a more adaptive compliance to IDEA legislation to provide meaningful educational access and opportunity.
Author Biography
Catherine Voulgarides is an associate professor at CUNY-Hunter College, where she focuses on educational inequities, particularly in special education, disability studies, and how legal frameworks shape access and equity in schools. She is also a faculty affiliate at the Roosevelt House Public Policy Institute at Hunter College and at the Urban Education Program at the CUNY Graduate Center. Previously, she worked as a special education teacher in New York City public schools.
