Misunderstood and Mistreated: Students of Color in Special Education

Abstract

The disproportionate representation of students of color in special education is a serious concern that has lasted for forty years. Research suggests that students of color are too often not identified accurately for special education and that the programs they are placed in are frequently poor in quality. This trend contributes to a less-than-optimal learning environment that lowers their chances for future success. Some of the factors that may contribute to this problem include poverty and inaccurate teacher perceptions. To reduce this problem, teachers can be trained to be culturally responsive and the public-school system can be improved so that students from low-income households receive better services.

The Phenomenon of Learning Difficulties and the Color/Race Issue: Indicators for the Discussion about an Inclusive Education Based on Neuropsychopedagogical Evidence

“…A fact that demands greater attention and study is the percentage predominance of learning difficulties in relation to gender in the black population, since, while the index related to girls comprises 11% with regard to the total sample and 25% of children with learning difficulties, boys make up 14% of the 4186 surveyed and 31% of the 1884 students with difficulties. This index remains high, even when adding the white and yellow populations with learning difficulties, which, corresponding to the total of the research universe, account for 11% for boys and 10% for girls, corresponding to the scenario of those with learning difficulties, boys reach 23% and girls 21% (Morgan, 2020).…”

Literacy Measures That Leverage the Strengths of Spanish-Speaking Latino Kindergarteners

“…Because standardized tests are typically normed on White monolingual (English-speaking) students and may miss some strengths of Latino dual-language learners (Fiestas & Peña, 2004), they can result in negative consequences for these students and their school systems. For example, educators might improperly identify Latino dual-language learners as having a learning disability and unnecessarily place them in special education services, preventing the provision of these services to students who really need them (Morgan, 2020). Likewise, researchers might inaccurately conclude that certain education programs are not benefitting Latino dual-language learners because their impacts are not evident, which may translate into cutting funding for programs that in fact positively support this population.…”

Factors associated with proportionality of representation of children of color in early childhood special education in Illinois

“…There are problems associated with exclusion from special education as well. Most notably, children may have limited access to needed services if they are not evaluated and qualified for special education (Morgan, 2020;Skiba et al, 2016). If there is indeed an underrepresentation of COCs in special education, then COCs may be disproportionately excluded from receiving the services they need to succeed in the educational setting.…”

“…Children who receive special education services may experience less rigorous curricula, lower expectations from teachers and staff, and lower self-esteem than their general education peers as well as removal from the general education setting and limited opportunities to transition back into general education (National Center for Learning Disabilities, 2020; Raj, 2016; Schifter et al, 2019). This population may also experience greater stigma, harsher discipline, and increased racial segregation in classrooms than their general education peers (Morgan, 2020; National Center for Learning Disabilities, 2020; Skiba et al, 2016). Additionally, special education children may experience poorer academic outcomes and more limited opportunities for post-secondary education and employment than their general education peers (Morgan, 2020; National Center for Learning Disabilities, 2020; Raj, 2016; Schifter et al, 2019; Skiba et al, 2016).…”