Eng 408 Minorities in Sp Ed

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http://www.emstac.org/registered/topics/disproportionality/intro.htm

DisproportionalityThe Disproportionate Representation of Racial and Ethnic Minorities in Special Education

Introduction

The disproportionate representation of racial and ethnic minorities in special

education and the inequities in educational opportunities are among the most criticalissues faced by the U.S. public school system in the past 30 years. In general,

disproportionate representation, or disproportionality, refers to the over- orunderrepresentation of a given population group often defined by racial and ethnic

backgrounds, but also defined by socioeconomic status, national origin, Englishproficiency, gender, and sexual orientation in a specific population category.

A child's race and ethnicity significantly influence the child's probability of being

misidentified, misclassified, and inappropriately placed in special educationprograms. Research shows the relationship between race and ethnicity and other

variables for students' placement in special education classes. Variables such aslanguage, poverty, assessment practices, systemic inequities, and professional

development opportunities for teachers have been cited as factors that play a role indisproportionate representation.

A panel convened by The National Academy of Sciences (NAS) emphasized in its

report, Placing Children in Special Education: A Strategy for Equity(Heller et al.,

1982), the necessity for "improvements in special education referral, assessment,placement procedures and instructional practices" (p.112). The NAS panel regarded

disproportionality as harmful when it results from inadequate instruction in general

education programs, inappropriate assessment practices, or ineffective special

education programs. Most recently, a second NAS panel convened and released areport entitled, Minority Children in Special and Gifted Education (2002) to revisit theissue of disproportionality. The report provided multiple recommendations in the

following categories: referral and eligibility determination in special education; giftedand talented education; teacher quality; biological and early childhood risk factors;

data collection; and research and development(http://www.nap.edu/books/0309074398/html). The 19th Annual Report to Congress

on the Individuals with Disabilities Education Act (IDEA) (1997) also cited thedisproportionate representation of racial and ethnic minorities as a major concern for

both the Office of Special Education Programs (OSEP) and the Office for Civil Rights(OCR). OSEP and OCR identified the following major concerns about disproportionate

representation:

Students may be misclassified or inappropriately placed.

Placement in special education classes may be a form of discrimination.

Students may be unserved or receive services that do not meet their needs.

The 22nd Annual Report to Congress included the following information about therace and ethnicity of students with disabilities:
http://www.emstac.org/registered/topics/disproportionality/intro.htmhttp://www.nap.edu/books/0309074398/htmlhttp://www.emstac.org/registered/topics/disproportionality/intro.htmhttp://www.nap.edu/books/0309074398/html


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Percentage of Students by Ethnicity

Percentage of students ingeneral population

Percentage of students inspecial education population

Asian/PacificIslander 3.8 1.7

Black(non-Hispanic)

14.8 20.2

Hispanic 14.2 13.2

American Indian 1.0 1.3

Caucasian (non-Hispanic)

66.2 63.6

Although students from other racial and ethnic groups are overrepresented to some

extent, the national data from the 22nd Annual Report to Congress pinpoint the

magnitude of the problem for African American children and youth with disabilities.Because state and regional statistics may show a different demographic picture,school districts must examine their own data to determine the numbers of students

from diverse ethnic and racial backgrounds in special education programs. In

addition to examining the numbers of these students in special education overall,school districts should examine whether there are significant differences in the

numbers of these students who are identified in high-incidence categories such asbehavioral disorders, mild mental retardation, or learning disabilities.

The provisions of IDEA entitle every student with a disability to a free appropriate

public education (FAPE), an education in a least restrictive environment (LRE) that isconsistent with his or her educational needs, and nondiscriminatory evaluation

procedures. During the reauthorization of IDEA, Congress expressed its concernsregarding the disproportionate representation of racial and ethnic minorities ([IDEA]

P. L. 105-17, 1997). Congress also recognized the problems associated withmisidentification and misclassification and called for increased efforts to reduce the

associated intensification of problems. Misidentification refers to inappropriatelyrecognizing students from racial and ethnic minority groups as students with a

disability. Misclassification refers to inaccurately labeling students who have beenidentified for special education services and therefore providing these students with

inappropriate services. For example, suppose that a Hispanic child has been classifiedas mentally retarded (MR). However, the decision for the classification did not

adequately consider language differences, the student's culture or the instructionalpractices. It is possible that a more accurate classification may be learning disabled.

Or the child may need only instructional supports. To ensure appropriate services,

school personnel must provide suitable assessment techniques and increase theaccuracy of the identification and placement procedures, when identifying studentswith special needs. Once students and their special needs are properly identified,

special education services must provide the supports needed by students with

disabilities to reach their developmental, academic, and social outcomes that willgive them greater opportunities to return to mainstream classrooms.

Policymakers, administrators, parents, special education teachers, and other

stakeholders must take steps to ensure that appropriate referral and assessment


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procedures are solidly in place and are followed by all professionals. But even with

the increased attention to disproportionality (both over and underrepresentation) inrecent years, problems persist. Despite systemic safeguards, students from racial

and ethnic minority groups continue to be referred to or misidentified in specialeducation or certain disability categories. These patterns in schools, districts or

states may result in a disproportionate representation of minority students in specialeducation.

There is a dearth of research focusing on interventions to reduce disproportionate

representation. In most cases, the problem is addressed by implementing aprereferral intervention. A recent literature review by Schrag and Henderson (1996)

identified preferral interventions as a successful way to decrease the number ofinappropriate referrals for minority students. However, when such interventions are

not used and students are inappropriately placed, negative outcomes often result.For example, students who are placed in special education have a higher likelihood of

obtaining a certificate instead of a diploma. They also experience lower levels ofachievement, high drop-out rates, low wages, increased teenage pregnancy, and

social isolation.

As the demographics of our nation's schools become more racially, ethnically, and

socioeconomically diverse, we must closely examine disproportionality to ensure that

we create equitable learning communities. Administrators should take a close look atschool practices that may reduce disproportionality, including prereferral

interventions, family involvement, instructional practices in general education,personnel preparation, and professional development, to improve student outcomes

and reduce overrepresentation. As these practices are implemented appropriately

and consistently, the opportunity for all children to reach their potential may beachieved.

http://www.nap.edu/catalog.php?record_id=10128

Special education and gifted and talented programs were designed for childrenwhose educational needs are not well met in regular classrooms. From their

inceptions, these programs have had disproportionate representation of racial andethnic minority students. What causes this disproportion? Is it a problem?

Minority Students in Special and Gifted Education considers possible

contributors to that disparity, including early biological and environmental influencesand inequities in opportunities for preschool and K-12 education, as well as the

possibilities of bias in the referral and assessment system that leads to placement inspecial programs. It examines the data on early childhood experience, on differences

in educational opportunity, and on referral and placement. The book also considers

whether disproportionate representation should be considered a problem. Do specialeducation programs provide valuable educational services, or do they set studentsoff on a path of lower educational expectations? Would students not now placed in

gifted and talented programs benefit from raised expectations, more rigorousclasses, and the gifted label, or would they suffer failure in classes for which they are

unprepared?

By examining this important problem in U.S. education and making

recommendations for early intervention and general education, as well as for
http://www.nap.edu/catalog.php?record_id=10128http://www.nap.edu/catalog.php?record_id=10128


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changes in referral and assessment processes, Minority Students in Special andGifted Education will be an indispensable resource to educators throughout the

nation, as well as to policy makers at all levels, from schools and school districts tothe state and federal governments.

http://www.indiana.edu/~safeschl/minor.html

Meeting the Mandates of IDEA 97: Minority Overrepresentation and School

Discipline

The disproportionate representation of minority students in special education has been an

important and persistent topic almost since the inception of special education1. In anattempt to assess and remediate the problem, the 1997 reauthorization of the Individuals

with Disabilities Education Act(IDEA 97) mandated new state reporting requirements

concerning minority enrollment in special education and the suspension and expulsion of

students with disabilities. These new requirements make the issue of overrepresentation

and school discipline a very practical issue for state departments of education. Howshould disproportionality be measured? What constitutes disproportionality? Is there

disproportionality of special education students in school discipline? When disparities inenrollment or discipline are found, what does it mean, and how should it be remediated?

Previous studies describing disproportionality have been inconsistent in the use of

measures, both across and even within studies 2. Further, while various criteria such as a

10% or 20% cutoff, z-scores, or chi-square have been used to assess the extent ofdisproportionality, it is rare that any sort of rationale is offered for the choice of criterion.

If disproportionate representation is found, the next important question becomes the

interpretation of those disparities: What are the implications when disproportionality isshown? For instance, when evidence of minority overrepresentation in special educationservice is found, it is common to blame test bias. Yet over 25 years of research on test

bias has failed to find sources of bias sufficient to account for the black-white test score

gap, or minority overrepresentation3. Finally, the discipline of students with disabilitieshas become something of a political hot potato. General education administrators often

believe that IDEA 97 ties their hands on school discipline. Yet the data show that, if

anything, students with disabilities are overrepresented in school suspension4. Thesebroader questions of interpretation may pose some difficulty for state divisions of special

education charged with monitoring special education disproportionality:

This past year, the Indiana Education Policy Center began work with the Division ofSpecial Education to address questions regarding the measurement and interpretation ofdata regarding minority overrepresentation in special education, and the discipline of

students with disabilities. In particular, the project attempted to develop a non-arbitrary

statistical criterion for assessing disproportionate representation that is both statisticallyaccurate and meaningful to policymakers. This year, the project will continue analyses of

a statewide special education data base to further address questions of how best to

measure and remediate minority overrepresentation and disciplinary disparities in special
http://www.indiana.edu/~safeschl/minor.htmlhttp://www.indiana.edu/~safeschl/minor.html#1#1http://www.ed.gov/offices/OSERS/IDEA/http://www.ed.gov/offices/OSERS/IDEA/http://www.ed.gov/offices/OSERS/IDEA/http://www.indiana.edu/~safeschl/minor.html#2#2http://www.indiana.edu/~safeschl/minor.html#2#2http://www.indiana.edu/~safeschl/minor.html#3#3http://www.indiana.edu/~safeschl/minor.html#4#4http://www.indiana.edu/~safeschl/minor.htmlhttp://www.indiana.edu/~safeschl/minor.html#1#1http://www.ed.gov/offices/OSERS/IDEA/http://www.ed.gov/offices/OSERS/IDEA/http://www.indiana.edu/~safeschl/minor.html#2#2http://www.indiana.edu/~safeschl/minor.html#3#3http://www.indiana.edu/~safeschl/minor.html#4#4


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education. First, analyses of minority disproportionality in special education begun this

past year will be replicated and extended using the most current data base. Second,

analyses will be conducted of the extent to which students with disabilities areoverrepresented in the use of school suspension and expulsion. Finally, Policy Center

staff will work with Division staff to provide a national context for interpreting

disproportionality data, and consult with the Division to develop practicalrecommendations for remediation when disproportionality is found.

Indiana Department of Education Division of Special Education

Context of Minority Disproportionality: Local Perspectives on Special Education

Referral

Documentation on the disproportionality of culturally diverse students in specialeducation has been extensive, yet our knowledge of what causes disproportionality and

how to address it is limited. This report describes an intensive study undertaken across 14schools within seven Indiana school corporations to improve our understanding of thefactors which may contribute to the disproportionate referral and placement of minority

students in special education. We interviewed 66 educators-teachers, principals, schools

psychologists and special education directors-about their perspectives on the challengesfaced in urban education, the process of special education, available and needed

resources, and the specific topics of disproportionality and diversity.

Download the Report

Disproportionality and Discipline Among Indiana's Students With Disabilities: AStatus Report

Disproportionate representation of minorities in special education has been and continues

to be a central concern for the field. Although the presence of minority overrepresentation

has been well documented, it is fair to say that the full complexity of the problem has notyet been fully understood, nor is there a clear picture of the causes of disproportionality.

This report is the second phase of a study conducted by the Indiana Education Policy

Center for the Indiana Department of Education Division of Special Education on thestatus of minority disproportionality in special education in Indiana, and on the

disciplinary provisions of IDEA 97.

Download the Report

Minority Overrepresentation in Indiana's Special Education Programs: A Status

Report
http://web.indstate.edu/soe/iseas/dse.htmlhttp://www.indiana.edu/~safeschl/contextofmindisp.pdfhttp://www.indiana.edu/~safeschl/dispdisc.pdfhttp://web.indstate.edu/soe/iseas/dse.htmlhttp://www.indiana.edu/~safeschl/contextofmindisp.pdfhttp://www.indiana.edu/~safeschl/dispdisc.pdf


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The overrepresentation of minority children is among the most persistent and unresolved

problems in the special education. In response to this problem, the 1997 reauthorization

of the Individuals with Disabilities Education Act (IDEA 97) mandated new statereporting requirements concerning minority enrollment in special education and the

suspension and expulsion of students with disabilities. These new requirements make the

issue of overrepresentation and school discipline a very practical issue for statedepartments of education. Is there disproportionate representation of minorities in special

education in Indiana? If so, in which categories or placement? Are there measures that

will allow the Indiana Department of Education to accurately identify planning districtsexhibiting disproportionality?

To address these questions, data from Indianas 66 special education planning districts

from the 1998-1999 school year were analyzed, attempting to identify a set of defensible

measures of minority disproportionality. Part I of the study focused on statewidedisproportionality data, including both overall special education enrollment ant in

specific disability categories and placements. Part II focused more specifically on African

American disproportionality, using a set of validated criteria to identify districts thatshow the most consistent evidence of problems with disproportionality.

Download the Report

When is Disproportionality Discrimination?: The Color of Discipline

The two-year expulsion of seven black students in Decatur, Illinois in the fall of 2000 for

a football game brawl has brought the issue of unequal discipline to national attention.Although the suit brought by the Reverend Jesse Jackson and Operation PUSH on behalf

of those students was turned back in federal court, inequities in the application of schoolsuspension and expulsion have begun to be widely documented. A series of reports sincethat incident have documented the overrepresentation of African American students in

rates of office referral, school suspension and school expulsion5).

Yet the unequal treatment of African American students in school discipline is by no

means a new issue. Rates of school punishment for black students that exceed rates forwhite students have been documented for over 25 years. Nor does the problem appear to

be lessening; recent research reports continue to find disparities in discipline in office

referrals, suspension, expulsion, and corporal punishment6. There can be little doubt that

African American students are in general subjected to higher rates of school suspension

and other school punishments than other students.

But does minority disproportionality represent racial discrimination? That is both the

central question, and the most difficult to answer. Some have suggested that since AfricanAmericans are overrepresented in lower economic backgrounds, perhaps differences in

discipline are not an issue of race, but rather an issue of social or economic class. Or

perhaps black students misbehave more, forcing teachers to respond with greater rates of

disciplinary consequences. If these explanations hold up, then disproportionate rates of
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school discipline probably do not represent racial discrimination or bias. On the other

hand, if these alternate hypotheses are not sufficient to explain away findings of

disproportionality, then it becomes more likely that disproportionate treatment is a sign ofsome form of racial discrimination.

This spring, the Indiana Education Policy Center released a study by Dr. Russell Skibaand his colleagues exploring possible reasons for disproportionality in school discipline.

The research won an award from Operation PUSH, the Push for Excellence Award, for itscontribution to advancing the cause of civil rights. The paper, downloadable below, and

available in hard copy from the Policy Center (see Contact Us), explores the

disproportionate discipline of African American students. How extensive is the unequaltreatment of black students in school discipline? Where does it come from? Can it be

explained away by economic status or amount of misbehavior?

Download the Report

Indiana University Press Release on The Color of Discipline
http://www.indiana.edu/~safeschl/cod.pdfhttp://www.iuinfo.indiana.edu/ocm/releases/suspend.htmhttp://www.indiana.edu/~safeschl/cod.pdfhttp://www.iuinfo.indiana.edu/ocm/releases/suspend.htm

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