ABSTRACT
In this article, we extend the conversation about attention deficit hyperactivity disorder referral practices to include critical elements of racism and ableism. We applied disability critical race theory as a framework to interrogate the ways in which racism and ableism interconnect and how labeling is used to uphold behavioral norms for school-aged children. We critique multitiered systems of support by arguing that a race-neutral approach to special education policies further marginalizes students of color. We propose that multitiered systems of support, and positive behavioral intervention supports, can be improved by pairing them with sociocultural frameworks. We encourage readers to consider how cultural humility can empower school personnel to work toward more equitable outcomes for diverse learners.
