The Context of Minority Disproportionality: Practitioner Perspectives on Special Education Referral

Abstract

Although there is extensive documentation of minority overrepresentation in special education, knowledge of the factors that create the context within which disproportionality occurs is limited. To gain an understanding of the local processes that may contribute to special education disproportionality, we interviewed 66 educators about their perspectives on urban education, special education, available and needed resources, and the specific topics of diversity and disproportionality. A number of clear themes emerged. Teachers and schools feel unprepared to meet the needs of economically disadvantaged students. Classroom behavior appears to be an especially challenging issue for many teachers, and cultural gaps and misunderstandings may intensify behavioral challenges. Special education is perceived by many teachers as the only resource available for helping students who are not succeeding. Finally, there was a surprising reticence among many respondents to discuss issues of race. These results paint a surprisingly complex picture of the factors that may cause and maintain minority disproportionality in special education. Together, they suggest that successful remediation efforts will avoid simplistic or linear solutions, increase resources to address learning and behavior problems in general education, and seek methods to use data on racial disparity as a stimulus toward reflection and action.

Profile analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian preschool children

“…Furthermore, they found the WISC-III identified more African American children as mentally retarded compared to the CAS. Other research with similar findings (Ebersole & Kapp, 2007;Skiba, Simmons, Ritter, Kohler, Henderson, & Wu, 2006) indicated a direct link to the overrepresentation of African American children in programs for the mentally retarded and the strict cutoff of a 70 IQ.…”

“…These questions are particularly important considering the overrepresentation of African Americans in special education across the country (Skiba et al, 2006). Research indicated a direct link to the overrepresentation of African American children in programs for the mentally retarded and the strict cutoff of a 70 IQ (Ebersole & Kapp, 2007).…”

“…Specifically, African American children are identified as mentally retarded more often than Caucasian children when using a strict cut score of 70 (Ebersole & Kapp, 2007;Jensen, 1998;Naglieri &Rojahn, 2001;Skiba et al, 2006). The IQ gap has persisted over time, even with revisions of cognitive ability measures (McGurk, 1982;Shuey, 1966); therefore, current research focuses on whether the tests measure the same constructs between the two groups rather than evaluating if they are reducing the gap.…”

Evidence of Ethnic Disproportionality in Special Education in an English Population

“…For example, ethnic bias in identification and assessment for SEN (Knotec, 2003) and disproportionate referral to special education provision of students from socioeconomically disadvantaged or minority ethnic groups have been viewed as problematic and a concern by researchers and policy makers. However teachers and professionals such as psychologists assessing the student may view special education as a positive goal (Harry & Klinger, 2006;Skiba, Simmons, Ritter, Kohler, Henderson, & Wu, 2006). These views may be a function of practitioners struggling with inadequate preparation, an inappropriate curriculum and pedagogy (Blanchett, 2006) as well as inadequate resources.…”

The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services?

“…(Skiba et al, 2006(Skiba et al, , p. 1426 Sullivan and Artiles (2011) explained that structural inequity theory applies when a systematic bias is demonstrated by a patterned and differential distribution of resources, life chances and costs/benefits among groups of the population that result in structural inequities. Structural or institutional racism is defined by Bonilla-Silva (1996) as having the following characteristics; it is covert, embedded in normal operations, avoids direct racial terminology and is invisible to most white persons.…”