Research by 91ɫ Associate Professor Johanne Jean-Pierre that examines how disability procedure in schools can limit educational opportunities for Black students has been recognized with the 2026 Canadian Association for Curriculum Studies (CACS) Outstanding Publication Award.
Jean-Pierre, a faculty member in 91ɫ's Department of Sociology, Faculty of Liberal Arts & Professional Studies, received the award for her article "Overlooked and underserved: How inclusive education oversights exclude Black students."
Published in the , the study investigates how the intersection of race and disability shapes educational experiences and access to support in Canadian schools.
The award recognizes the impact of research emerging from 91ɫ that advances understanding of equity, inclusion and educational access. By identifying barriers that can remain hidden within existing systems, the study offers evidence to inform policy and practice aimed at creating more equitable learning environments.
“This award highlights the importance of studying how race and disability intersect in educational settings,” says Jean-Pierre. “By drawing on the perspectives of students, caregivers and community members, we were able to identify ways that disability-related procedures can inadvertently limit access to learning opportunities for some Black students."
CACS award committee members noted in the announcement that Jean-Pierre's work "advances research in the field and will continue to be a meaningful reference point for curriculum scholars for years to come."
The study finds that policies intended to promote inclusion and equity do not always lead to equitable experiences for Black students, and participants described three recurring issues: incorrect use of Individual Program Plans (IPPs), limited support for mental health needs and inconsistent identification of learning disabilities and related accommodations.
Jean-Pierre suggests that school processes can unintentionally create barriers when racism and ableism are addressed separately, such as failing to follow-up with Black students' caregivers after an assessment to facilitate a student-family-school discussion to plan and implement accommodations.
This, she says, points to the need for closer alignment across inclusivity and equity resources.
The study calls for closer partnerships among schools and Black families, students and caregivers, along with more consistent identification of learning disabilities and implementation of accommodations. It also points to the need for teacher education and professional development that address how racism and ableism can shape educational experiences.
The award follows recognition from the Canadian Sociological Association, which awarded Jean-Pierre the 2025 Outstanding Service Award for her “efforts to engage Black and/or Francophone faculty and students” leading to the growth of the CSA.