Migration and ethnic group disproportionality in special education: an exploratory study

Abstract

Issues of educational equity and opportunity cannot be understood without regard to special education, as a key response to disabilities, disadvantages, and difficulties. Likewise, globalization cannot be understood without regard to crossborder migration and minority group status in society. Illuminating the nexus of these, research into disproportionality in special education, defined as the over-or under-representation of particular ethnic groups in such programs, shows that this, too, has become a global phenomenon. Comparing Canada, Germany, New Zealand and the USA, this article explores international trends in migration and discusses the globalization of ethnic group disproportionality -as a primary indicator of inequity in education. We conclude by questioning the functions of special education in an era of globalization and identifying the challenges ahead that these findings indicate.

Wherefore art thou, inclusion? Analysing the development of inclusive education in New South Wales, Alberta and Finland

“…Disaggregation of statistical data reveals considerable variance according to gender, socioeconomic status, geographic area and disability type both within and between educational jurisdictions (Artiles et al 2010;Gabel et al 2009). Epidemiological differences are unlikely to produce such variation, which indicates instead differences in processes of identification, categorisation and enrolment (OECD 1999).…”

The Children Left Behind: The Performance of Young Special Education Students in Mathematics, Reading, Writing, and Science

“…It may also be that educators from the school district sampled are more familiar with and skilled at distinguishing between language-based learning disabilities and difficultly mastering English as a second language. This may be due to the substantial number of Hispanic students in the school district, thus replicating the findings of Gabel et al (2009).…”

“…These implicit instructor biases also help explain the over-representation of English language learner students (ELL) in special education (Ollendick & Hersen, 1998). Emergent research, however, has found that the over-representation of ELL students is not widespread across the United States, but prevalent only in isolated school districts (Gabel, Curcic, Powell, Khader, & Albee, 2009). Instructors with significant experience teaching immigrant and Hispanic populations are less likely to over-represent ELL students in their special education referrals (Donovan & Cross, 2002).…”

Legitimating school segregation. The special education profession and the discourse of learning disability in Germany

“…The existence of special schools facilitates social selection processes, easing the removal of all those children thought to be 'abnormal'. This results in the overrepresentation of those social groups least able to self-advocate or challenge professional recommendations, namely poor children and many non-German children (albeit with large differences by nationality and migration experience, see Gabel et al 2009). Especially given the importance accorded vocational qualifications (Berufe) in Germany for individual identities and employment careers, every citizen should be provided with opportunities to contribute vocationally and participate in society.…”