The ethnic overrepresentation of students in special education programs in this
country has been a recognized problem for more than 30 years. Simply defined,
overrepresentation, or the disproportionate placement of students of a given
ethnic group in special education programs, means that the percentage of
students from that group in such programs is disproportionally greater than
their percentage in the school population as a whole.1 Currently, African Americans
tend to be significantly overrepresented in the two special education categories of
mild mental disabilities and emotional/behavioral disabilities (Oswald, Coutinho,
Best, and Singh, 1999). At the same time, African American learners are also
underrepresented in gifted education programs nationally (Patton, 1998). Although
the latest national data indicate that Latinos/Hispanics and American Indians are not
overrepresented in special education programs, these two groups are overrepresented in certain regions of the country and experience many of the same conditions and outcomes as African Americans.
Since 1968, when Lloyd Dunn first described the disproportionate numbers of
“minority” students placed in self-contained classrooms for students with educable
mental retardation, educators, advocacy groups, parents, academics, and
policymakers have offered varying and often conflicting evidence and conceptual
perspectives on the nature and extent of this imbalance. Over the years, a scarcity of
relevant research has created barriers to a genuine understanding of the problem.
Sensitivity and emotionality often associated with race and culturally laden issues
have added a further layer of complexity to challenge those seeking answers and
solutions. While current research is beginning to shed light on the tangled web of
symptoms and underlying issues, many empirically supported studies, guided by
important research questions and technically adequate methodologies, still await
completion.
To agree that students of certain racial and ethnic minorities are
overrepresented in special education is not to deny that some of them do have
disabilities or learning difficulties. Indeed, special education may help many of these
students access appropriate supports and instruction. However, the
disproportionately large numbers of minority students placed in special education
suggests that too many of the learning difficulties experienced by these children may
be explained as “something wrong with the child” that special education can “fix.”
country has been a recognized problem for more than 30 years. Simply defined,
overrepresentation, or the disproportionate placement of students of a given
ethnic group in special education programs, means that the percentage of
students from that group in such programs is disproportionally greater than
their percentage in the school population as a whole.1 Currently, African Americans
tend to be significantly overrepresented in the two special education categories of
mild mental disabilities and emotional/behavioral disabilities (Oswald, Coutinho,
Best, and Singh, 1999). At the same time, African American learners are also
underrepresented in gifted education programs nationally (Patton, 1998). Although
the latest national data indicate that Latinos/Hispanics and American Indians are not
overrepresented in special education programs, these two groups are overrepresented in certain regions of the country and experience many of the same conditions and outcomes as African Americans.
Since 1968, when Lloyd Dunn first described the disproportionate numbers of
“minority” students placed in self-contained classrooms for students with educable
mental retardation, educators, advocacy groups, parents, academics, and
policymakers have offered varying and often conflicting evidence and conceptual
perspectives on the nature and extent of this imbalance. Over the years, a scarcity of
relevant research has created barriers to a genuine understanding of the problem.
Sensitivity and emotionality often associated with race and culturally laden issues
have added a further layer of complexity to challenge those seeking answers and
solutions. While current research is beginning to shed light on the tangled web of
symptoms and underlying issues, many empirically supported studies, guided by
important research questions and technically adequate methodologies, still await
completion.
To agree that students of certain racial and ethnic minorities are
overrepresented in special education is not to deny that some of them do have
disabilities or learning difficulties. Indeed, special education may help many of these
students access appropriate supports and instruction. However, the
disproportionately large numbers of minority students placed in special education
suggests that too many of the learning difficulties experienced by these children may
be explained as “something wrong with the child” that special education can “fix.”
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