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Representation Of Minorities In Special Education Essay

523 Words3 Pages

Overrepresentation of minorities in special education has been a growing problem in schools today. Research suggests that many underlying factors significantly influence a child being misidentified into special education, this being the child’s race, ethnicity and socio- economic status. In this day and age it is crucial for teachers to understand the aspects of different languages and behaviors from each culture in order for their students to be successful. A reason behind the high numbers in special education is because teachers don’t know how to relate to children of minorities. Many changes have been made to IDEA to solve this problem however none have yielded successful This paper addresses factors that contribute to disproportionate representation of minorities in special education. This includes misidentification of minorities as well as the long term affects and some strategies that …show more content…

public school system today. This shouldn’t be a problem in the educational world when IDEA entitles children with disabilities to a free and appropriate education and mandates nondiscriminatory assessment, identification, and placement of children with disabilities. (IDEA) Children are not to be identified as disabled because of poor achievement, their environmental background or ethnic or racial differences. However, nationally, some ethnic groups continue to be overrepresented as disabled, having intellectual disabilities and emotionally disturbed. By minority groups, we refer to African Americans, Latinos, Asians and Native American. Research shows that overrepresentation of certain minority groups in high incidence special education such as intellectual disabilities, learning disabilities, and emotional disturbance. In this paper I will talk about these issues and what approaches can be used to prevent this from happening any

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Special education is specifically designed to provide quality instruction, support, and services to all students with disabilities to aid their unique learning needs. Since the 1970s, there has been a consistent overrepresentation of minority groups, particularly African Americans, in these special education programs (Artiles, 1994). Many academic studies in the present focus on identifying the issue of overrepresentation in special education and addressing the related factors that lead to it, but very rarely do they focus on how certain resources, like children’s books, can impact children in special education. Nelson Beats the Odds is the first children’s book of its kind created to directly reach out to help African American students diagnosed

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The collaboration of special and general educators suggests a future of classrooms led by teachers prepared for every sort of student. A world of education where there is no “disability”, only diversity. If the expertise of both worlds can manage to effectively merge, the proper development of a teacher preparation model to even begin such a world is possible. This concept originated in 2004, when the IDEA along with NCLB produced mandates emphasizing improved student academic achievement. In turn, pressure increased for accountability in inclusion classrooms, leading to the critical need for effective collaboration.

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This article was easy to read and well organized. The information was culturally broken down to show how multicultural learning styles differ. This article answered many questions that sometimes go unanswered due to of lack of cultural competence. The article presents findings from other research which confirms that the practices are unchanged in the public school system when it comes to the imbalance of students in special education programs.

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As I was reading through the chapters in "What Every Principal Should Know About Special Education," I was pleased to see how much I already knew through my teaching experience. As I continued to read on, it help me to really think about what I should know as an aspiring school leader, for example, improving teachers' practices in special education settings and accountability. To me it is disturbing to see the number of students Hispanic and African American students who have IEPs in particular communities. In the first chapter, it discusses that research has proven that there is an overrepresentation of students who are classified based on "bias and digonastic evaluations," (McLaughlin, 18). Now this because a dilema for schools, espeically because of NCLB/Race to the Top

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Will regular education staff and students understand that my child has a disability or will they think they are just behaving "badly"? How will staff be educated to insure my child's "psychological safety"? Will my child receive appropriate mental, health, and behavioral services as provided by the special programs? The author describes how these concerns may be the reasons behind the choices made by the parents of any E/BD student as to removed their child from the main stream and request their child’s placement to be in a special education setting.

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and developmentally, therefore are considered candidates for special education. Possible racial bias among school staff and administrators may also exist; which leads to a greater incidence of self-fulfilling prophecy of failure. State and local agencies are developing policies and procedures to help prevent the over identification of students with learning disabilities and other special educational needs. The Wisconsin Department of Public Instruction is attempting to address the disproportionate issue by developing a checklist of questions directed to a focus group of special education teachers, school psychologists and other support staff.

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On average, class sizes are 80 percent larger for non-special education classes. The curriculum offerings and materials are much lower in quality, and teachers are much less qualified in terms of levels of education, certification, and training in the fields they teach. (https://www.brookings.edu/articles/unequal-opportunity-race-and-education/) (http://racism.org/index.php?option=com_content&view=article&id=280:minor0101&catid=15&Itemid=118) b. Educational expectations

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The problem with special education is that it negatively affects those with learning disabilities in that it further perpetuates exclusivity that is of a gendered and racial nature. For example, males and females are treated differently according to their genders at school, in terms of the opportunities that they are given and the achievements they receive as a reward for their academic efforts. Through males being taught that they are smarter than females and therefore need to work harder (Petersen, 2006: 729). Racially, for example in the US, Black and Latino students are the highest enrolled into the special education programme because of labels being imposed on them such as having “mild mental retardation and/or emotional disturbance” (Erevelles & Minear, 2010: 131).

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Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against

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