Minority Students in Gifted and Special Education Programs

Abstract

Inequities in education perpetuate disproportionality. Reform should stress the reexamination of policies and practices that produce these inequities. Variables affecting disproportionate minority representation in gifted and special education programs are addressed, including the definition of ethnicity, disability categories, and special education knowledge producers. Historical research synthesis providing an in-depth chronology of past reform efforts, current trends, proposed solutions, legislation and litigation, and statistical outcomes for various minority groups is stressed.

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

“…Child poverty and associated risk factors, such as low birth weight, exposure to alcohol during pregnancy, tobacco and drug use, malnourishment, and exposure to lead, are often described as causal factors in the development of language or cognitive deficits or maladaptive behaviors (Donovan & Cross). When framed in this way, the problem is reduced to a discussion of technical issues related to presumed intrinsic child deficits, with little attention to contextual, historical, or institutional issues (Artiles, 2003;Artiles, Osher, & Ortiz, 2003;Daniels, 1998;Patton, 1998). One consequence of this perspective is a growing literature base that overemphasizes student placement patterns in which deliberations about technical matters dominate (e.g., definitions of overrepresentation, accuracy of indicators to monitor the problem); preventive or intervention models to tackle this problem have been largely ignored.…”

Educational Considerations, vol. 34(1) Full Issue

“…Thus, these students rarely receive a quality life-enhancing education in those special education programs in which they are often inappropriately placed (Patton, 1998). Despite educational reforms that have attempted to address these issues, inequities in education for diverse students with special needs continue to dominate (Daniels, 1998). To address this issue, school administrators must ensure teachers are prepared with an understanding of the benefits of multiculturalism and a realization of how ignoring students' culture could contribute to their placement in special education programs (McCray, Alston, & Beachum, 2006;Williams, Beachum, Obiakor, & McCray, in press).…”

The Misrepresentation of Culturally and Linguistically Diverse Students in Special Education

“…The spirit of teaching cannot be separated from the knowledge associated with learning any more that the soul can be removed from the body. Daniels (1998) stated that another reason for the misrepresentation of culturally and linguistically diverse students in special education is due to the assessments, diagnosis, classification, and placements of culturally and linguistically diverse students. To successfully reform education to reflect equal representation, a common definition along with disability categories and prereferral systems are needed.…”

“…Ford (1998) stated that students from disadvantaged backgrounds were being overlooked because of other factors hiding their potential. Daniels (1998) stated that it is very hard to identify the potential of culturally and linguistically diverse students who are not achieving satisfactorily in Brought to you by | Universitaet Giessen Authenticated Download Date | 5/31/15 2:51 PM academics from middle class homes and even harder to identify the academic potential of minority students who live in poverty. Please note: biological and social issues are discussed later in this article.…”

“…In agreement with this, Balwin (1985) and Grant and Grant (2000) reported that AfricanBrought to you by | Universitaet Giessen Authenticated Download Date | 5/31/15 2:51 PM American students are over represented in all categories of special education except for one, gifted education, where they are severely underrepresented. Earlier, Daniels (1998) stated that students who are culturally and linguistically diverse have always been challenged with inequality in our system of education. The inequalities are seen in all areas of the education system including gifted education, special education, and general education.…”