Disproportionality in Education Disproportionality in Education is a very serious problem in our country today and has been historically. Many children do not get the education needed to move on to college, and some do not receive the functional life skills needed to function in our great society. Disproportionality can come in many forms and many ways. Some examples would disproportionality in special education, discipline, educators, and rule versus urban environments. “A child’s race and ethnicity significantly influence the probability that he or she will be misidentified as needing special education and that disproportionality can have immediate and long term negative effects” (Disproportionality: Inappropriate Identification,
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The students who fail in the class room will seek to escape that particular defeat with disruptive behavior. Teachers may not have the training necessary in behavioral management in urban environments to quail minor disruptions and are likely to escalate a conflict to a physical fight or confrontation. “Although I was taught in school about race, I never really understood what people in poverty went through, I am from the suburbs and white I never had to deal with the issues these kids face” (Anonymous, 2015). The psychological effects of poverty and, and abuse are contributing factors to disproportionality in the class room. Some teacher don’t understand what their students have to deal with when they are not in the class room subsequently they may not know if a child is developmentally delayed or if what’s going on in the home is the cause for the child’s behavior. Thus effectively leading to more referrals and frequent suspension, and expulsion. This is shown in the chart …show more content…
Factors associated with living in poverty leave children less developmentally prepared for schooling and greatly have a below standard academic and behavioral outcomes. Students who are low achieving are more likely to be referred to, and found eligible for, special education service. Therefore, poverty is a major contributing factor agent that increases the risk of special education placement for minority students. Specific state policies and procedures contribute to disproportionality. For example, how states define special education such as specific learning acquisition disabilities and emotional disturbance, and state special education and state special instruction eligibility criteria can influence the procedures used to identify students. When school polices or procedures strain needed supports or restrict options for students disproportionality can be intensified. For instance, funding policies that creates large general education class of instruction sizes or that constrict the availability accessibility of early intervention programs. African-American pupils who are viewed as having challenging behavior are referred more often for special education programs for emotional disabilities. American Indiana/Alaska Native children receive special education labels and services serve at twice the rate of the general student
The students who fail in the class room will seek to escape that particular defeat with disruptive behavior. Teachers may not have the training necessary in behavioral management in urban environments to quail minor disruptions and are likely to escalate a conflict to a physical fight or confrontation. “Although I was taught in school about race, I never really understood what people in poverty went through, I am from the suburbs and white I never had to deal with the issues these kids face” (Anonymous, 2015). The psychological effects of poverty and, and abuse are contributing factors to disproportionality in the class room. Some teacher don’t understand what their students have to deal with when they are not in the class room subsequently they may not know if a child is developmentally delayed or if what’s going on in the home is the cause for the child’s behavior. Thus effectively leading to more referrals and frequent suspension, and expulsion. This is shown in the chart …show more content…
Factors associated with living in poverty leave children less developmentally prepared for schooling and greatly have a below standard academic and behavioral outcomes. Students who are low achieving are more likely to be referred to, and found eligible for, special education service. Therefore, poverty is a major contributing factor agent that increases the risk of special education placement for minority students. Specific state policies and procedures contribute to disproportionality. For example, how states define special education such as specific learning acquisition disabilities and emotional disturbance, and state special education and state special instruction eligibility criteria can influence the procedures used to identify students. When school polices or procedures strain needed supports or restrict options for students disproportionality can be intensified. For instance, funding policies that creates large general education class of instruction sizes or that constrict the availability accessibility of early intervention programs. African-American pupils who are viewed as having challenging behavior are referred more often for special education programs for emotional disabilities. American Indiana/Alaska Native children receive special education labels and services serve at twice the rate of the general student