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- New research by Morgan, Farkas, Hillemeier and Maczuga once again finds that when you take other student characteristics—notably family income and achievement—into account, racial and ethnic minority students are less likely to be identified for special education than white students. 1 Though this finding is by now well established, it remains sufficiently controversial to generate substantial media buzz. 2 And plenty of research—with less convincing methods—has been interpreted as showing that...
www.brookings.edu/articles/race-poverty-and-interpreting-overrepresentation-in-special-education/Race, poverty, and interpreting overrepresentation in special ...
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Are minority students disproportionately represented in special education?
Are there disproportionate group differences in special education identification?
Are minoritized children more likely to be identified in special education?
Are minorities overrepresented in special education?
Does minority representation matter in special education?
Do racial disparities affect special education?
Nov 4, 2016 · We synthesized empirical work to evaluate whether Black children are disproportionately overrepresented in special education. We identified 22 studies that met a priori inclusion criteria including use of at least 1 covariate in the reported analyses.
- Paul L. Morgan, George Farkas, Michael Cook, Natasha M. Strassfeld, Marianne M. Hillemeier, Wik Hung...
- 2017
Dec 30, 2023 · The persistent disproportionate representation of minority students in special education, either over- or underrepresented, spans decades. This study aims to explore minority representation in special education between 2016 and 2020.
- Antonis Katsiyannis
- The Debate Over Over Representation in Special Education
- The “Right” Level of Identification
- Federal Policy on Disproportionality
- Reporting by Race and Ethnicity Is Critical
- Unadjusted Disproportionality Reflects More Than Educational Practices
- We Need More Comprehensive Social Policy to Help Disadvantaged Children
In a 2002 National Research Council study, Donovan and Cross reviewed the literature and data on differences in special education participation by disability and racial/ethnic groups and cautioned against using unadjusted aggregate group-level identification rates to guide public policy.5 They crystallized the challenge of interpreting these differ...
Special education identification practices vary widely across and within states and districts – we do not know a “right” level. Few if any experts would argue that existing identification practices are ideal, or that identification rates reflect true prevalence of need. Beyond achievement and demographics, researchers have found that identification...
The Individuals with Disabilities Education Act aims to address equity by race and ethnicity; 2016 regulations further define the framework.1718 States must collect and review district-level data on how rates of identification—overall, by educational setting and disability category—vary across racial and ethnic groups with no adjustments for variab...
Data on identification by race and ethnicity are essential for revealing patterns and outliers. They can prod districts and states to examine their special education policies and practices, potentially identifying ones that unintentionally yield discriminatory results, and shine a light on groups in need of greater early intervention resources. For...
Even if schools treated all students the same, special education identification rates would likely differ across racial and ethnic groups. The disproportionality literature consistently notes that children’s outcomes are causally affected by out-of-school factors such as poor nutrition, stress, and exposure to environmental toxins, and that exposur...
We need to work towards better identification practices in special education. We also need to help states and districts collect and report race- and ethnicity-specific rates. But forcing states to establish uniform standards is dangerously inconsistent with the IDEA mandate of a free and appropriate public education for all. When identifying anothe...
• The misrepresentation of specific student groups in special education is a complex, multi-faceted issue of educational inequity. • There are differences by race group and disability category in the identification and placement for special education services. • Eligibility and identification for special
Research on disproportionate group differences in special education identification has to a great extent focused on the overrepresentation of Black students. Various studies have investigated differences in identification of intellectual disability, emotional disturbance, and learning disability.
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We investigated whether and to what extent minority children attending elementary and middle schools in the U.S. are over- or under-identified as disabled and so disproportionately represented in special education.
Special education expert Laura Schifter discusses how students of color and low-income students are disproportionately assigned to special education, and what can be done.
