Overrepresentation in Special Education
From WikEd
Overrepresentation in Special Education of African-American males
Overview of how overrepresentation exists
Overrepresentation is quite an unresolved issue within special education. This issue surfaced some three decades ago and continues to significantly impact the lives of children currently. The issue of overrepresentation clearly means that there is a specific group or demographic that has exceeded normal representation of any said group, and is therefore represented greater than it should be.
Researchers like Artiles, Trent (1994) and Dunn (1968) have fought to educate the masses and dispel some myths about overrepresentation of African-American males in Special education. Their work brings this highly controversial issue to the light and it can be difficult for principals, teachers, and community members to hear; nevertheless, if it is never examined then a change cannot occur. Many teachers have argued that this issue may have existed at one time but with the current safeguards in place overrepresentation is an issue of the past To embrace this position or base an argument on the aforementioned idea that overrepresentation is nonexistent is presumptuous, ill-informed, and irresponsible when it comes to addressing the needs of students.
African-American students in special education
According to the U.S. Department of Education (Zhang & Katsiyannis, 2002) African-American’s accounted for 16% of the student population; however, African-American’s represented 32%, or double the current representation, of students with mental disabilities in special education. For African-Americans to represent a larger percentage of special education than the general education population, it further substantiates the role of overrepresentation within special education. This disproportionate amount of African-Americans is alarming, and according to one researcher, Dunn, has remained an unresolved issue for the last 30 years. It is critical to explore this phenomenon, and attempt to disperse the misconceptions regarding African-American students, especially male students within the realm of Special education, and convey possible solutions to help end the process of overrepresentation.
Is overrepresentation really an issue?
This issue was brought to light during the landmark case of Larry P. v. Wilson Riles, which discussed at length the issue of overrepresentation of minority students in special education. http://www.people.memphis.edu/~coe_rise/sld005.htm
This case argued that the issue of African-American overrepresentation in the area of low achievement has been present for years, and it is imperative that this issue be discussed and rectified. Nevertheless, in spite of such a case and years of research there are many individuals who believe that overrepresentation is not an actual problem, and if it ever occurred, the problem was expunged (Warmer et al., 2002). It can be argued that this type of thinking is where the problem lies. When individuals dismiss the issues then the issues go undetected and after an extended period of time people begin to forget there was ever a problem.
How does overrepresentation occur?
How students are placed in special education rests firmly in the results of testing, recommendations of the regular education teacher, and other special education staff. One of the testing measures used to identify and qualify students for special education is the use of IQ testing. Some researchers argue that the scores from IQ testing are biased. When considering why overrepresentation exists it becomes vital to examine several factors.
Determining eligibility for Special Education
In determining if a student qualifies for services there needs to be a discrepancy between their IQ and their ability. Along with the standard score, there are scores for math, reading and writing and each has two subcategories. In order for a student to qualify for special education services the student most score two standard deviations (in math, reading or writing) below their standard score and each deviation is fifteen points. This process of assessment seems fair and the design of the test is to ensure that students with disabilities are the only students placed in special education. However, there are many times when the assessor administering the test does not take into consideration how the student responds and if the student’s reactions and answers are a true account of the student’s ability.
What does this say about our schools?
The issue of overrepresentation within special education has primarily affected African-American males who have been classified as having a lower socioeconomic status. Moreover, the high level of African-American students placed in Special education is due greatly to misunderstood cultural attributes, and believed signs of aggression. For example, Watkins and Kurtz (2001) surveyed teachers and asked each to nominate difficult to teach students in need of a psychological evaluation and placement in special education from an equal group of white and black students. The teachers referred African-American students by a higher margin over their white students.
Obi, O.S., & Obiakor, F. (2001). Empowering african american exceptional learners: Vision forthe new millennium. The Western Journal of Black Studies, 25(2), 93-100.
The history of overrepresentation or “the disproportionate representation problem�? can be sited as early as the 1600s The origin of this issue is inextricably tied to the arrival of African-Americans in this country, and the substandard and unequal treatment they received
Willie, C.V., Garibaldi, A.M., & Reed W.L. (Eds.). (1991). The education of african-americans. Boston: William Monroe Trotter Institute.
Patton succinctly states, “The current reality of the overrepresentation of African-Americans in special education classes, perpetuates the sociohistorical legacy by allowing the general, and special education enterprises to continue the creation of programmatic and classroom arrangements that jeopardize the life chances of large numbers of African American youth (1998, p. 26). Based on the data from the United States Office for Civil Rights, African American students are 2.3 times more likely than a white student to be classified as Educable Mentally Retarded
Cultural Implications
When dealing with students from any different racial group it is important to understand the cultural aspects of that particular group. African-American students are often viewed as being hostile in the education sphere and non-compliant (Watkins & Kurtz, 2001). Actually, many students who are viewed as being hostile are not hostile in any way. There are social context clues that many teachers and adults miss and mix. According to Watkins and Kurtz the issue of discrimination from white teachers toward African American students exists and is a problem. Many times African American students are misunderstood through their body language and comments. Some educators believe that when an African American child is talkative or outspoken he or she has a behavior problem, which leads to issues of overrepresentation
For example, some teachers look at a child’s cumulative file and see that he or she has a lower socioeconomic status and decide that the student will be a problem. The lack of money for some families disallows the families to gain proper health care and prenatal care and the schools often perpetuate this cycle. If a child has not been able to gain such services, that child’s academic success and potential should not be held in limbo due to the believed stereotype of an educator. It is of the utmost importance for teachers to realize that a child’s financial status is in no way indicative of their potential or ability.
I. Tatum’s perspective, the voice of one teacher…
In my own experience with working with this population, I found the aforesaid to be true and applicable. I worked with many African American students who were classified as behaviorally “out of control�? with learning disabilities. I found that many of the students did have some behavior issues; however, being labeled as out of control was far too extreme. Many of the teachers misread cultural attributes as signs of defiance, and inappropriate behavior. Furthermore, the same teachers had so many preconceived notions about the students that it made their efforts highly ineffective. These same teachers lacked an understanding of diversity and multiculturalism and many lived in either an upscale neighborhood or were from a small community. There needs to be a call for clearer understanding how placement truly affects the student and the student’s family. Placing a child in special education and giving a child a label irresponsibly can be detrimental. The placement within special education, contrary to belief, can be very beneficial, if in fact the services are needed. However, placing a child in special education based on a few signs of disruptive behavior is dangerous and an incredible mistake.
How to prevent further issues of overrepresentation
The issue of overrepresentation is far too complicated to assume that there is an easy answer. This has been a prevailing issue for the last 30 years and a solution cannot occur until every educator dealing with exceptional populations acknowledges that it first exists, and secondly take a proactive approach to squelch the flame of overrepresentation.
Meet the student’s family. It is important to view this situation from the family’s perspective
Often parents need support or an extra boost when attempting to understand
Know the culture of the family and respect the differences
Understand families socioeconomic status
Make the curriculum relevant
Build on the student’s strengths
Lessons and instructions should be given in the student’s native language
Create community connections
Schools should provide cultural and diversity support to build understanding for teaching personnel
Work together and use teaming as an effective way to help students
Resources
References and links
Agbenyega, S., & Jiggetts, J. (1999). Minority children & their over-representation in special education. Education, 119(4), 619-633.
Dunn, L.M. (1968). Special education for the mildly retarded: Is much of it justifiable? Exceptional Children, 23, 5 – 21.
Patton, J.M. (1998). The disproportionate representation of African Americans in special education: Looking behind the curtain for understanding and solutions. The Journal of Special Education, 32(1), 25-31.
Pierangelo R., & Giuliani, G.A. (2002). Assessment in special education: A practical approach Massachusetts: Exceptional Publications
Warner, T.D., Dede, D.E., Garvan, C.W. & Conway, T.W. (2002). One size still does not fit all in specific learning disability assessment across ethnic groups. Journal of Learning Disabilities, 55(6), 500-508.
Watkins, A.M., & Kurtz, P.D. (2001). Using solution focused intervention to address African-American male overrepresentation in special education: A case study. Children & Schools, 23(4), 223-235.
Willie, C.V., Garibaldi, A.M., & Reed W.L. (Eds.). (1991). The education of african- americans. Boston: William Monroe Trotter Institute.
Zhang, D., & Katsiyannis, A. (2002). Minority representation in special education. Remedial & Special Education, 23(3), 180-188.
http://www.inmotionmagazine.com/peterz1.html http://www.people.memphis.edu/~coe_rise/sld005.htm http://ericec.org/digests/e596.html http://www.helpforschools.com/sikb/Element5_A1_T3_SplEd.shtml http://www.naesp.org/ContentLoad.do?contentId=756
