Ethnic Proportions in Classes for the Learning Disabled: Issues in Nonbiased Assessment

Abstract

Data from a large racially representative sample of school children show that the trend toward placing minority students into special education classes in disproportionate numbers has been complicated by the introduction of the learning-disability (LD) category. While the proportion of blacks in classes for the mentally retarded has decreased with the recent emphasis on protection in evaluation, the increased proportion of blacks in LD classes has been so great that the result has been an increasingly disproportionate number of blacks in special education classes overall. This is in spite of national efforts to the contrary.

Special Education for Language Minority Students

“…Although the numbers of EMR students declined over 50%, the proportions of minority studentsblacks and Hispanics-did not. Similar enrollment trends have been noted for minority students in learning disabled (LD) classes (Ortiz & Yates, 1981;Tucker, 1980). …”

Identifying Language Disorders in Spanish‐speakers

“…Historically and currently, limited English proficient (LEP) children have been placed in special education programs, not because they presented clearly established learning impairments, but because they were unable to meet school expectations for functioning in English (Mercer, 1971;Tucker, 1980;Zabel, 1980;Cummins, 1984). Others have been placed in special classes due to differences in language dialect and/or cultural differences (Ambert and Melendez, 1985).…”

Multi‐factored assessment for the handicapped

“…With less stigma attached to the LD label when compared to the EMR label, the beginnings of a new classification scheme seemed possible. Tucker (1980) and others found, however, that many state and local education agencies retained single factor IQ level cutoffs below which pupils could not be identified as learning disabled. Tucker (1980) further reported that the trend toward disproportionate placement of minority pupils into special education programs has been complicated rather than clarified by the LD definition.…”

“…Tucker (1980) and others found, however, that many state and local education agencies retained single factor IQ level cutoffs below which pupils could not be identified as learning disabled. Tucker (1980) further reported that the trend toward disproportionate placement of minority pupils into special education programs has been complicated rather than clarified by the LD definition. He found that subtle racial and cultural biases also existed within the learning disabled definition which further discriminated against minority pupils who were fortunate enough to escape being labeled as retarded.…”