Implicit Bias in the IEP Room: Rethinking Referrals, Labels, and ‘Readiness

One of the most effective ways to manage bias in educational settings is to confront it directly through structured professional development. Bias, particularly implicit bias, often operates below the surface of conscious awareness. Teachers and staff may not even realize that their assumptions about students are influencing their decisions. In my experience, targeted training combined with actionable follow-up is the most effective strategy to disrupt these patterns. Research supports this approach, showing that professional development focused on recognizing implicit bias and increasing cultural competency can lead to measurable changes in educator attitudes and behaviors¹.

In one district where I worked as an educational diagnostician, we introduced a training series focused on disability awareness and implicit bias. The training included real-world scenarios, parent testimonials, and data showing the academic potential of students with various disabilities. We made it a point to highlight how assumptions based on speech or physical impairments could skew academic expectations. Staff were required to participate in reflective journaling and share specific action steps they would take to ensure equity in their classrooms. After several months, we began to see tangible changes. Teachers shifted from deficit-based language in ARD meetings to ability-focused discussions. One teacher who initially believed a nonverbal student was incapable of grade-level work began using picture exchange communication systems (PECS) and saw the student actively engage in math centers. These are the outcomes that demonstrate the power of awareness and intentional follow-up.

In another example from a large urban district, the Office of Equity collaborated with the Department of Special Education to implement a year-long professional learning community (PLC) focused on bias in disciplinary referrals. Data had shown a disproportionately high rate of behavioral referrals for students with emotional and behavioral disabilities, particularly Black boys. After reviewing case studies and disaggregated data, staff engaged in strategy labs where they designed interventions rooted in restorative practices. One middle school team piloted a new behavior support protocol that included student voice circles and weekly goal-setting conferences. Within six months, the referral rate dropped by 30 percent, and teachers reported increased confidence in managing classroom dynamics without defaulting to exclusionary discipline.

Curriculum Design as a Tool for Inclusion

Bias can also be embedded in curriculum design. When curriculum materials present a narrow view of student experiences or fail to include diverse representations of ability, students with disabilities often feel excluded. To combat this, curriculum must be universally designed. Universal Design for Learning (UDL) principles guide educators to create curricula that are accessible to all students from the outset, not retrofitted after the fact. UDL encourages multiple means of representation, engagement, and expression, helping all learners access content in ways that suit their strengths².

In one practical example, a district revamped a middle school science unit that previously relied heavily on lecture and written assessment. By integrating video demonstrations with closed captions, tactile lab materials, and oral response options, students with various disabilities were able to fully participate. One student with cerebral palsy who used a speech-generating device was able to present his lab findings alongside his peers. The teacher later shared that had she not received training on UDL and bias in assessment methods, she would have never considered that this student could lead a group activity. Intentional curriculum redesign not only improves accessibility but also shifts teacher perceptions about what students with disabilities can accomplish.

Similarly, in a suburban district in the Pacific Northwest, a curriculum audit revealed that reading materials across elementary grades lacked characters with visible disabilities or neurodiverse traits. In response, the district's instructional services team partnered with local libraries and disability advocacy organizations to curate a supplemental reading collection. They introduced titles featuring protagonists with autism, mobility challenges, and learning differences, and aligned classroom discussions around themes of empathy and capability. Teachers reported deeper student engagement during literacy blocks, and one third-grade teacher noted that her students began using more inclusive language both in and outside the classroom. By embedding representation into the curriculum, the district fostered not only access but also belonging.

A Personal Story of Bias Awareness Changing Behavior

One of the most powerful moments in my career came during a professional development workshop I led on disability bias. I used my own family's story as a case study. I shared my son's journey, the assumptions teachers made about his capabilities based on his speech impairment, and how those assumptions limited his opportuniti