In this paper, we examine some modern myths of poverty and special education. Mythology has been a staple of curriculum for many years, particularly in the early grades. Students study mythology to understand historical societies, unearthing cultural values and mores communicated through fables. Not so benign are myths related to poverty and education, they perpetuate stereotypical thinking about special education and economically disadvantaged children. Mythology provides an ideal avenue by which teachers committed to social justice can begin to explore contemporary myths of poverty and education. We articulate three myths about special education and poverty herein, examining ways in which teachers can confront issues of equity through the study of contemporary mythology. Additionally, we suggest possible adaptations for teacher educators.
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