Disproportionate Representation of African American Students in Special Education
Running head: DISPROPORTIONATE REPRESENTATION
Disproportionate Representation of African American Students in Special Education
Shystudent
March 1, 2011
Abstract
In 2011 there is still disproportionate representation of African American Students in special education classes. This can be defined as conflict in the education environment because, government legislation mandates that No child be left behind, yet African American students, males in particular, are disproportionately being just that, left behind. The purpose of this study is to discuss disproportionate representation. What it means and who it affects most will be identified. Contributing factors such as socioeconomic status and race and ethnicity will also be discussed. Possible solutions in the form of equity and early intervention will be discussed as well. Lastly with these factors identified, it is the hope that feasible and probable solutions can be reached or at least recommended.
Review of Literature For more than 40 years the topic of Disproportionate representation has been addressed by scholars. The data collected has been qualitative and quantitative. According to Bollmer, Bethel, Garrison-Morgen, and Brauen “The issue of disproportionate identification and placement of racial/ethnic minorities in special education has been investigated extensively (Bollmer, Bethel, Garrison-Mogren, & Brauen, 2007).” They go on to share that the risk ratio, which is used to compare one racial/ethnic groups likelihood of receiving special education and related services to all other students is one of the most useful tools in this research (Bollmer, Bethel, Garrison-Mogren, & Brauen, 2007). Sometimes referred to as disproportionality, disproportionate representation covers both over and underrepresentation. Overrepresentation happens when the percentage of students from one group is
Disproportionate Representation of African American Students in Special Education
Shystudent
March 1, 2011
Abstract
In 2011 there is still disproportionate representation of African American Students in special education classes. This can be defined as conflict in the education environment because, government legislation mandates that No child be left behind, yet African American students, males in particular, are disproportionately being just that, left behind. The purpose of this study is to discuss disproportionate representation. What it means and who it affects most will be identified. Contributing factors such as socioeconomic status and race and ethnicity will also be discussed. Possible solutions in the form of equity and early intervention will be discussed as well. Lastly with these factors identified, it is the hope that feasible and probable solutions can be reached or at least recommended.
Review of Literature For more than 40 years the topic of Disproportionate representation has been addressed by scholars. The data collected has been qualitative and quantitative. According to Bollmer, Bethel, Garrison-Morgen, and Brauen “The issue of disproportionate identification and placement of racial/ethnic minorities in special education has been investigated extensively (Bollmer, Bethel, Garrison-Mogren, & Brauen, 2007).” They go on to share that the risk ratio, which is used to compare one racial/ethnic groups likelihood of receiving special education and related services to all other students is one of the most useful tools in this research (Bollmer, Bethel, Garrison-Mogren, & Brauen, 2007). Sometimes referred to as disproportionality, disproportionate representation covers both over and underrepresentation. Overrepresentation happens when the percentage of students from one group is
Cited: Anyon, Y. (2009). Social Theories of Learning Disabilities: Understanding Racial Disproportionality in Special Education. Journal of Human Behavior in the Social Environment, 44-57. Artiles, A. J., & Bal, A. (2008). The Next Generation of Disproportionality Research Toward a Comparative Model in the Study of Equity in Ability Differences. The Journal of Special Education, 4-14. Beratan, G. D. (2008). The song remains the same: Transposition and the disproportionate representation of minority students in special education. Race, Ethnicity and Education, 337-354. Bollmer, J., Bethel, J., Garrison-Mogren, R., & Brauen, M. (2007). Using the Risk Ratio to Asess Racial/Ethnic Disproportionality in Special Education at the School-District Level. The Journal of Special Education, 186-198. Fred A. Bonner, I. M. (2007). Never Too Young to Lead: Gifted African American Males in Elementary School. Gifted Child Today, 31-35. Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J., et al. (2008). Achieving Equity in Special Education: History, Status, and Current Challenges. Exceptional Children, 264-288.