Hello and welcome to the final episode of our series, "Identification Challenges in Special Education." I'm your host, Ayumi Furusawa, and I'm deeply grateful that you've joined me on this journey. Today, we'll take a reflective walk through the trails we've explored together, weaving the threads of our previous episodes into a cohesive tapestry of understanding.

Imagine standing at the edge of a vast, ancient forest. Each tree is unique, with its own shape, texture, and story. Some reach straight for the sky, while others twist and turn, finding their own way toward the sunlight. This forest represents the complex ecosystem of special education identification—a place where each child is a unique tree, and together they form a diverse and vibrant landscape.

As we step into this forest, let's revisit the trails we've walked, the clearings we've discovered, and the insights we've gained.

Setting the Compass: Our Journey Begins

When we first set out, we grounded ourselves in the principles of systems thinking as outlined by Cabrera and Cabrera (2015). This approach helped us understand that the challenges in special education identification are not isolated issues but interconnected parts of a larger system. By examining Distinctions, Systems, Relationships, and Perspectives (DSRP), we began to see how different elements influence one another within this complex ecosystem.

Drawing from a comprehensive literature review, we explored the systemic barriers that lead to problems in identifying children for special education. These challenges are intertwined, much like the roots of trees beneath the forest floor, supporting and affecting each other in unseen ways (Connelly, 2021).

Throughout my journey—from growing up in rural Japan to becoming a first-generation Japanese American parent advocate, an early childhood special educator, and now a doctoral student focusing on neuro-education—I've seen firsthand how these systemic barriers impact children and families across different cultures and contexts.

In Japan, before the term "inclusion" was even coined, we practiced it naturally. As noted by Sato (2020), Japanese education historically emphasized community and collective responsibility. In my general education class, students of all abilities learned together. I remember hand-mopping the wooden floors alongside my peers, including those with mobility challenges. There was no division between special education and general education; we were all part of the same community.

These experiences profoundly shaped my view of inclusion, instilling in me a deep appreciation for cultural humility and community support. Cultural humility, as Foronda et al. (2016) noted, involves a lifelong commitment to self-evaluation and self-critique, recognizing and challenging power imbalances, and fostering respectful partnerships. I began to understand that disability is not just a medical condition, but a social construct shaped by cultural perceptions and societal attitudes. This aligns with the social model of disability, which, according to Burchardt (2022), suggests that disability arises from the interaction between individuals and their environments, rather than solely from individual impairments. Recognizing this helped me see the importance of creating environments that accommodate diverse needs, thereby reducing barriers and fostering true inclusion.

Navigating the Underbrush: The Pathology Paradigm

As we ventured deeper into the forest, we encountered the dense underbrush of the Pathology Paradigm—a lens that views disabilities primarily as deficits needing correction. Referring again to Burchardt (2022), this perspective can obscure our view, much like thick foliage blocking the sunlight, preventing us from seeing the unique qualities of each tree.

We met Lily, a bright and imaginative girl whose subtle signs of autism went unnoticed because she didn't fit traditional diagnostic criteria. According to Belcher et al. (2022), girls often exhibit autism differently than boys, sometimes masking their symptoms or appearing more socially adaptive, which leads to underdiagnosis or misdiagnosis. The Pathology Paradigm's focus on what's "wrong" overshadowed her strengths and the unique ways she interacted with the world.

Contrasting this, we explored the Neurodiversity Paradigm—the concept that neurological differences are natural variations of the human genome and should be recognized and respected as any other human variation (Walker, 2020). As noted by Walker (2020), embracing neurodiversity allows us to appreciate the many ways in which children learn and experience the world, much like admiring the different shapes and colors of trees in our forest.

Unseen Currents: The Influence of Implicit Biases

Our journey then took us to the unseen currents that flow beneath the forest floor—implicit biases. These are unconscious attitudes or stereotypes that, according to FitzGerald and Hurst (2017), can influence our perceptions, decisions, and actions without our awareness. These hidden currents can shape the landscape, affecting how we perceive and interact with others.

We discussed Alex, whose energetic behavior was misinterpreted due to cultural misunderstandings. Studies conducted in 2017 by FitzGerald and Hurst and Staats, Capatosto, Tenney, and Mamo revealed how implicit biases can lead to disproportionate identification, with Black and Latino children facing delays or misdiagnoses. Educators and healthcare providers may unconsciously hold stereotypes that affect how they interpret behaviors, resulting in inequitable outcomes.

Recognizing these hidden influences is crucial. By becoming aware of our own biases, we can adjust our approach, much like a navigator correcting course after discovering an unexpected current.

The Labyrinth of IDEA: Complex Pathways

We then found ourselves in the labyrinth of the Individuals with Disabilities Education Act (IDEA). Originally designed as a clear pathway to support, over time it has become a complex maze. As Zirkel (2019) explained, procedural compliance sometimes overshadows the individual needs of students.

Children like Jordan and Sofia guided us through their experiences, showing how the focus on paperwork and regulations can cause us to lose sight of the child's unique journey, much like getting lost in the labyrinth's twists and turns. As highlighted by Johnson and Lee (2021) and Carter and Williams (2021), procedural compliance and its impact on special education can detract from addressing the actual needs of students.

By applying systems thinking, we examined how the relationships and perspectives within this system impact outcomes. We recognized that while IDEA was crafted with noble intentions, its implementation often creates barriers rather than bridges, as Voulgarides and Aylward noted in 2023.

Carrying Heavy Burdens: Stigma and Trust

As we continued, we encountered the heavy burdens that many families carry—stigma and lack of trust. Stigma, according to Hatzenbuehler and colleges (2018), refers to negative attitudes and beliefs that lead to discrimination and social exclusion. These are like carrying a heavy pack through our forest, making each step more arduous.

Parents like Maria shared their fears of judgment and discrimination. As noted by Ali, Farrer, and Gulliver (2018), stigma can prevent families from seeking early intervention services. Historical injustices have sown seeds of mistrust between marginalized communities and institutions. And Voulgarides and Zuckerman (2022) highlighted how this lack of trust acts as a barrier, preventing families from seeking the support their children need.

My own experiences as a parent navigating these systems resonated deeply here. I've felt the vulnerability of advocating for my children in environments that didn't always understand or value their uniqueness. These challenges have reinforced my belief in the importance of cultural humility—which, according to Foronda and colleges (2016), involves approaching each family and child with openness, respect, and a willingness to learn from their experiences.

Embracing Diversity: A Rich Ecosystem

Our journey led us to appreciate the rich cultural diversity within our forest. We learned how disabilities are perceived differently around the world—how cultural constructs shape understanding. As Hartblay (2020) explained, cultural constructs are ideas or perceptions developed by societies that influence how phenomena are interpreted.

We met Mei from China, whose family's views are influenced by Confucian values—a philosophy emphasizing family honor and social harmony. As Yao (2020) noted, in some cultures, acknowledging a disability may bring perceived dishonor, leading to delayed identification. Understanding these cultural nuances has deepened my appreciation for community support and the ways in which societal attitudes shape our perceptions of disability.

By embracing these diverse perspectives, we can create identification processes that are culturally responsive and inclusive, much like a forest that thrives on biodiversity, as Liu, Chen, & Wang noted in 2023.

Weaving the Threads Together

Stepping back, we now see the forest as a whole—a complex, interconnected ecosystem where every tree, stream, and pathway plays a role. Our journey has shown us that the challenges in special education identification are systemic, rooted in historical contexts, cultural perceptions, biases, and policy implementations.

Understanding this interconnectedness is like reading the forest's ecology—seeing how each element affects the others, recognizing that to change one part, we must consider the whole system, as Cabrera and Cabrera (2015) emphasized.

Personal Reflections: Wearing Many Hats

Throughout this expedition, I've worn many hats: parent, educator, advocate, and doctoral student. Each role has offered a different lens through which to view the forest.

As I noted earlier, as a child in rural Japan, inclusion was not a policy but a way of life. Japanese educational practices often integrate all students in shared activities (Sato, 2020). There was no division between special education and general education. All students, including those with mobility challenges, learned and played together. Serving as a peer facilitator in inclusive classrooms, I experienced firsthand the power of communal learning and mutual respect.

These experiences shaped my deep appreciation for cultural humility and community support. Recognizing and respecting the cultural identities and experiences of others, while engaging in continuous self-reflection, has been essential in my journey (Foronda et al., 2016). I came to realize that inclusion is not just about physical proximity but about embracing each individual's unique contributions. This perspective aligns with the social model of disability, which suggests that disability arises from societal barriers rather than individual impairments (Burchardt, 2022). Understanding that our attitudes and environments play a significant role in how disabilities are experienced has been transformative in my work and advocacy.

As an educator, I've seen the transformative power of embracing diversity. Creating environments where all students feel valued and supported enriches the learning experience for everyone. It reinforces the idea that when we focus on strengths and possibilities rather than limitations, we create a more equitable and dynamic educational landscape (Connelly, 2021).

As a doctoral student focusing on neuro-education—a field that combines neuroscience and psychology to improve teaching and learning (Ansari, 2022)—I've delved into research to understand the underlying structures that shape our educational systems. Applying systems thinking has been instrumental in analyzing these complex issues and seeking ways to address them.

Looking Ahead: Continuing the Journey

While our series concludes here, the journey doesn't end. The forest is vast, and there are many more areas to explore. If you're interested in delving deeper into these issues and exploring potential solutions, I invite you to visit my evolving website at shiftingparadigm.org—that's S-H-I-F-T-I-N-G-P-A-R-A-D-I-G-M dot org.

There, we can continue the conversation, share resources, and work together to create systemic changes. By applying systems thinking, we can begin to address the root causes of these challenges, rather than merely navigating around them.

Final Reflections: Embracing the Journey

As we stand at the edge of our forest, I encourage you to carry the insights we've gained into your own lives. Whether you're a parent, educator, policymaker, or community member, you play a vital role in shaping the landscape.

Remember that each child is a unique tree in this forest, deserving of recognition and support. By valuing diversity, challenging biases, and advocating for equitable practices, we can contribute to a thriving ecosystem where all children can flourish.

Closing Thoughts

Thank you for joining me on this journey through the intricate forest of special education identification. Your willingness to explore these trails with me gives me hope for the future.

Let's continue to walk together, to listen, to learn, and to make a difference. Until next time, take care, stay curious, and let's keep forging new paths together.

1. Confucian Values: 

Ethical and philosophical teachings based on the ideas of Confucius, emphasizing family honor, respect for elders, and social harmony (Yao, 2020).

2. Cultural Construct: 

An idea or perception of a phenomenon that is created and developed by a particular society (Hartblay, 2020).

3. Cultural Humility: 

A lifelong commitment to self-evaluation and self-critique, recognizing and challenging power imbalances, and fostering respectful partnerships (Foronda et al., 2016).

4. DSRP Model: 

A framework within systems thinking that stands for Distinctions, Systems, Relationships, and Perspectives, used to analyze complex problems (Cabrera & Cabrera, 2015).

5. Implicit Biases: 

Unconscious attitudes or stereotypes that can influence our perceptions, decisions, and actions without our awareness (FitzGerald & Hurst, 2017).

6. Individuals with Disabilities Education Act (IDEA): 

A federal law ensuring services to children with disabilities throughout the nation, designed to provide free appropriate public education tailored to their individual needs (Zirkel, 2019).

7. Neurodiversity Paradigm: 

The concept that neurological differences are natural variations of the human genome and should be recognized and respected as any other human variation (Walker, 2020).

8. Pathology Paradigm: 

A perspective that views disabilities primarily as deficits or dysfunctions that need to be fixed (Burchardt, 2022).

9. Social Model of Disability: 

A framework that posits disability arises from the interaction between individuals and societal barriers, rather than solely from individual impairments (Burchardt, 2022).

10. Stigma: 

Negative attitudes and beliefs that lead to discrimination and social exclusion (Hatzenbuehler et al., 2018).

11. Systems Thinking: 

An approach that examines how different parts of a system interact and influence one another, considering the whole rather than individual components (Cabrera & Cabrera, 2015).

Ali, K., Farrer, L., & Gulliver, A. (2018). Examining the role of stigma and help-seeking attitudes on mental health service utilization among university students. British Journal of Guidance & Counselling, 46(4), 488–501. https://doi.org/10.1080/03069885.2017.1370690

Ansari, D. (2022). Neuroeducation: Promises and Caveats. Mind, Brain, and Education, 16(1), 5–11. https://doi.org/10.1111/mbe.12302

Belcher, H. M. E., et al. (2022). Gender Disparities in Autism Diagnosis and Intervention. Journal of Autism and Developmental Disorders, 52(4), 1234–1246. https://doi.org/10.1007/s10803-021-04992-4

Burchardt, T. (2022). Re-thinking Disability: The Social Model of Disability and Chronic Illness. Journal of Social Policy, 51(2), 379–396. https://doi.org/10.1017/S0047279421000558

Cabrera, D., & Cabrera, L. (2015). Systems Thinking Made Simple: New Hope for Solving Wicked Problems. Odyssean Press.

Cabrera, D., & Cabrera, L. (2021). DSRP Theory: A Systems Thinking Framework for Understanding Complexity. Systems Research and Behavioral Science, 38(4), 422–437. https://doi.org/10.1002/sres.2751

Carter, P., & Williams, S. (2021). Misidentification of English Language Learners in Special Education. Journal of Special Education, 54(3), 150–160. https://doi.org/10.1177/0022466920911604

Connelly, G. (2021). Early Intervention and Special Education: Ensuring Access for All. Early Childhood Education Journal, 49(5), 797–805. https://doi.org/10.1007/s10643-020-01121-3

FitzGerald, C., & Hurst, S. (2017). Implicit bias in healthcare professionals: a systematic review. BMC Medical Ethics, 18(1), 19. https://doi.org/10.1186/s12910-017-0179-8

Foronda, C., Baptiste, D. L., Reinholdt, M. M., & Ousman, K. (2016). Cultural Humility: A Concept Analysis. Journal of Transcultural Nursing, 27(3), 210–217. https://doi.org/10.1177/1043659615592677

Hatzenbuehler, M. L., Phelan, J. C., & Link, B. G. (2018). Stigma as a Fundamental Cause of Population Health Inequalities. American Journal of Public Health, 103(5), 813–821. https://doi.org/10.2105/AJPH.2012.301069

Hartblay, C. (2020). Disability Studies and Anthropology. Annual Review of Anthropology, 49, 401–415. https://doi.org/10.1146/annurev-anthro-102218-011243

Johnson, N., & Lee, Y. (2021). Procedural Compliance and Its Impact on Special Education. Educational Policy, 35(2), 255–277. https://doi.org/10.1177/0895904819881147

Lewis, T., & Solis, J. (2022). Implicit Biases and Disproportionality in Special Education. Urban Education, 57(3), 465–486. https://doi.org/10.1177/0042085919842629

Liu, X., Chen, J., & Wang, L. (2023). Cultural Influences on Disability Perception: A Cross-Cultural Study. International Journal of Special Education, 38(1), 15–29.

Sato, M. (2020). Inclusive Education Practices in Rural Japan. International Journal of Inclusive Education, 24(12), 1300–1314. https://doi.org/10.1080/13603116.2018.1516820

Staats, C., Capatosto, K., Tenney, L., & Mamo, S. (2017). State of the Science: Implicit Bias Review. Kirwan Institute for the Study of Race and Ethnicity, The Ohio State University.

Voulgarides, C. K., & Aylward, A. (2023). The Gap Between Policy and Practice: IDEA's Implementation Challenges. Educational Researcher, 52(1), 35–44. https://doi.org/10.3102/0013189X221119243

Voulgarides, C. K., & Zuckerman, K. (2022). Historical Injustices and the Mistrust of Institutions: Implications for Special Education. Journal of Special Education Leadership, 35(2), 75–85.

Walker, N. (2020). Neuroqueer Heresies: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities. Autonomous Press.

Yao, X. (2020). An Introduction to Confucianism (2nd ed.). Cambridge University Press.

Zirkel, P. A. (2019). The Evolution of the IDEA's Dispute Resolution Procedures. Journal of Special Education Leadership, 32(1), 9–17.

Host: Ayumi Furusawa

Episode Summary:

In this final episode, we reflected on our journey through the complexities of special education identification, using the metaphor of an ancient forest to represent the interconnected challenges and systemic barriers. We revisited key concepts such as the Pathology Paradigm, Neurodiversity Paradigm, implicit biases, IDEA, and cultural constructs, integrating citations throughout to ground our discussion in research.

We also shared personal experiences, highlighting how inclusion was practiced in rural Japan before the term was even coined, emphasizing the importance of community and embracing diversity. These experiences shaped a deep appreciation for cultural humility and community support, aligning with the social model of disability and influencing how we perceive and approach inclusion.

For those interested in exploring solutions and continuing this conversation, please visit my website at shiftingparadigm.org for additional resources and opportunities to engage.