Disproportionality continues to exist in several categories listed under IDEA (2004), especially the categories of the Specific Learning Disability (SLD), Emotional Disturbance (ED), and Intellectual Disability (ID) (Gamm, 2007). Disproportionality is defined as the “overrepresentation” and “under-representation” of a particular population or demographic group in special or gifted education programs relative to the presence of this group in the overall student population (National Association for Bilingual Education, 2002). Many factors are responsible for this disproportionate, but the key factors, as apparent from researchers are; (1) gender difference, (2) overrepresentation of Culturally and Linguistically Diverse CLD population, (3)
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CLD students come into the school system with many cultural beliefs and linguistic differences. Some of these beliefs and differences create misinterpretations viewed as behavior concerns or academic encounters. For example, a Latino female who attends church services where calling out is encouraged might be likely to be calling out in class. This act will be noticed by her teacher as a behavior concern. National Education Association (2007) stated that “higher incidence rates for certain CLD populations in specific special education categories, such as intellectual disability or emotional disturbance.” For example, African-American students are over twice as likely to be identified as meeting the criteria for mental retardation as White students (U.S. Department of Education, 2002). In California, 12% of African-American students are identified as disabled, while only 7.4% of White students and 3.5% of Asian American students are classified as disabled (U.S. Department of Education, …show more content…
The eligibility and decision-making process in special education is mostly based on assessments and policies. Skiba, Simmons, Ritter, Gibb, Rausch, Cuadrado, & Chung (2008) reported that available data suggest that racial inequalities in the classification of students as disabled begin at the stage of early classroom referral. Reviewing records of students referred for special education evaluation in an urban school system, Gottlieb, Gottlieb, and Trongone found that teachers referred minority children more often than nonminority children and tended to refer minority students for behavioral concerns rather than academic concerns. In a meta-analysis of 10 studies between 1975 and 2000 examining referral to special education, Hosp and Reschly found that both African American and Latino students were referred more often to special education than White students.(as cited in Skiba, Simmons, Ritter, Gibb, Rausch, Cuadrado, & Chung, 2008
Recommendations Based on the above-discussed factors and research findings, the following recommendations are suggested to decrease disproportionality in the categories of SLD, ED, and ID.
• Response to Intervention (RTI)
• Search for interventions rather than
CLD students come into the school system with many cultural beliefs and linguistic differences. Some of these beliefs and differences create misinterpretations viewed as behavior concerns or academic encounters. For example, a Latino female who attends church services where calling out is encouraged might be likely to be calling out in class. This act will be noticed by her teacher as a behavior concern. National Education Association (2007) stated that “higher incidence rates for certain CLD populations in specific special education categories, such as intellectual disability or emotional disturbance.” For example, African-American students are over twice as likely to be identified as meeting the criteria for mental retardation as White students (U.S. Department of Education, 2002). In California, 12% of African-American students are identified as disabled, while only 7.4% of White students and 3.5% of Asian American students are classified as disabled (U.S. Department of Education, …show more content…
The eligibility and decision-making process in special education is mostly based on assessments and policies. Skiba, Simmons, Ritter, Gibb, Rausch, Cuadrado, & Chung (2008) reported that available data suggest that racial inequalities in the classification of students as disabled begin at the stage of early classroom referral. Reviewing records of students referred for special education evaluation in an urban school system, Gottlieb, Gottlieb, and Trongone found that teachers referred minority children more often than nonminority children and tended to refer minority students for behavioral concerns rather than academic concerns. In a meta-analysis of 10 studies between 1975 and 2000 examining referral to special education, Hosp and Reschly found that both African American and Latino students were referred more often to special education than White students.(as cited in Skiba, Simmons, Ritter, Gibb, Rausch, Cuadrado, & Chung, 2008
Recommendations Based on the above-discussed factors and research findings, the following recommendations are suggested to decrease disproportionality in the categories of SLD, ED, and ID.
• Response to Intervention (RTI)
• Search for interventions rather than