Over Identification of African American Students in Special Education

1
Over Identification of African American Students
in Special Education

• Deidrah Edwards
• EDCI 5300
• Fall 2006

2
Introduction

• This power point presentation attempts to
  explain over identification of African Americans
  in special education, why this problem exists and
  what are some ways educators and parents can help
  to eliminate this problem in our public education
  system. As you will see from the statistics the
  number of African American students in special
  education is a growing problem in our schools
  today. These minority students are unfairly
  placed in special education for many reasons and
  therefore have a disadvantage in education and
  the job market.

3
Overview

• This presentation includes relevant statistics
  regarding over identification of African American
  students and what is meant by over
  identification. It also includes some of the
  reasons this problem occurs, why it is a problem
  for African American students and what schools,
  teachers, and parents can do to solve the
  problem. Several web sites are listed to provide
  additional information along with a conclusion
  and other valuable references.

4
Statistics Regarding African Americans in
Special Education

• A recent study from Harvard University's civil
  right project found the following statistics
  concerning African American students in special
  education.
• They are almost three times more likely (2.88) to
  be identified as mentally retarded when compared
  to white students.

5
Statistics Continued

• African American students are 1.9 times more
  likely to be identified as emotionally disturbed.
• They are also 1.3 times more likely to be
  identified with a learning disability.

6
Statistics Continued

• According to the U.S. Department of Education
  African American students make up 16 of the
  public school population and 32 of the special
  education population.
• Once identified and placed in special education
  African American students spend 60 or more of
  their day in self-contained classrooms.

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Definition of Over Identification in Special
Education

• Over identification in special education exists
  when the numbers of students from any specific
  ethnic group in special education classes exceeds
  their proportional enrolment in the schools
  population.
• As supported by the statistics African American
  students are considered to be over represented in
  many low incidence special education categories
  such as mental retardation, emotional
  disturbance, and learning disabled.

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Purpose of Special Education

• The purpose of special education is to provide
  free and appropriate education to all children
  regardless of any disabilities.
• It was not created as a place but rather a
  service delivery.
• This service delivery was meant to provide
  individual instruction to students identified
  with disabilities through an objective
  evaluation.

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Special Education Continued

• Once the students caught up to their
  appropriate grade level they were to be exited
  from special education and placed back in the
  general curriculum.
• However when looking at the reality of special
  education for African American students it
  appears that many of the intended purposes of
  special education are not met.

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Why Does Over Identification in Special Education
Exist

• There are many factors that contribute to this
  ongoing problem of over identification of African
  American Students in Special Education which
  include the following
• Poverty plays an important role in special
  education placement.
• Low numbers of teachers and other school
  professionals from diverse back grounds.

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Why Does Over Identification in Special Education
Exist Cont.

• Institutional racism
• Biased standardized assessment measures
• Inequitable funding among schools
• Lack of access to early interventions
• Lack of teacher training in working with
  culturally different students
• School policies that lead to disparate treatment
  of minority students

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Why Does Over Identification in Special Education
Exist Cont.

• Lack of training of professionals regarding
  inappropriate referral and placement decisions.
• Failure by the school systems to collect and
  track data concerning over identification of
  minorities in special education.

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Problems Created Due to Over Identification

• When African American students are placed in
  special education for reasons other than having a
  disability many problems can occur.
• These students are placed in unequal educational
  tracts that denies them general education
  opportunities.
• Students encounter lower teacher expectations
  which leads to less effective instruction.

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Problems Created Due to Over Identification Cont.

• The students are impacted negatively in terms of
  academic performance, self-esteem, class
  behavior, motivation, career goals and social
  interactions.

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How Schools and Teachers Can Help Solve the
Problem

• Deliver a culturally sensitive educational
  program that addresses the needs of students and
  their families.
• Support student learning and family involvement.
• Minimize the need for special education services.
• Ensure the IEP-teams are diverse and be sure to
  include the parents.

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How Schools and Teachers Can Help Solve the
Problem Cont.

• Provide empirically based interventions before
  referrals are made.
• Gather the appropriate information to ensure the
  students problems are based on learning and not
  on other problems (e.g. Lack of breakfast, recent
  divorce etc.)
• Use curriculum based measures rather than
  standardized measures to link achievement with
  class room instruction.

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How Schools and Teachers Can Help Solve The
Problem Cont.

• Include diverse curriculum taking into account
  the culturally different aspects of students
  lives.
• Use teaching methods that address different types
  of learning styles.
• Use culturally appropriate behavior management
  methods in the classroom
• Create an environment in the classroom that
  fosters respect for cultural differences.

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How Schools and Teachers Can Help Solve The
Problem Cont.

• Obtain community support for local schools and
  extracurricular activities.
• Schools should provide in-services for school
  staff regarding over identification.
• Track the numbers of students in special
  education and be aware of any areas of over
  identification.
• Look at school policies that may contribute to
  the over identification problem.

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What Parents Can Do to Solve The Problem

• Learn about the special Education process
• Get involved, dont let the school make all of
  the decisions for your child.
• Ask questions and become involved with
  organizations that keep track of over
  identification.

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Conclusion

• Over identification is a problem when students
  are incorrectly placed in special education
  because they do not have a disability.
• Statistics support the conclusion that African
  American students are over represented in special
  education especially in the areas of mental
  retardation, emotional disturbance and learning
  disabilities.
• Many problems occur for these students which
  include unequal access to general education,
  lower self-esteem, and behavioral and
  motivational difficulties.
• School systems, teachers and parents can do many
  things to help eliminate this problem. Some of
  the areas of improvement include keeping track of
  who is in special education, provide culturally
  sensitive curriculum and make sure parents are
  involved in the decisions made for their children.

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Council of Exceptional Children

• http//www.cec.sped.org
• This website provides access to the Council for
  Exceptional Children.
• It offers information regarding resources for
  both educators and parents for addressing over
  identification of minority students in special
  education.
• It also offers web-based seminars for educators.
• This web site is most appropriate for educators

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National Association of School Psychologists
(NASP)

• http//www.nasponline.org/culturalcompetence/dispr
  opissues.pdf
• This web site provides guidelines for parents of
  minority children placed or being considered for
  placement in special education.
• I feel this is a good place for parent to find
  information regarding their rights as a parent
  concerning special education.
• NASPs homepage can provide information to school
  psychologists and other school staff regarding
  appropriate referrals and testing.

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Rethinking Schools Online

• http//www.rethinkingschools.org/archive/17_03/ove
  r173.shtml
• This website provides information regarding over
  identification of African Americans in special
  education.
• It has links to other resources as well as
  materials such as articles regarding this subject
  and other school issues.
• This site appears to be good for educators.

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National Alliance of Black School Educators
(NABSE)

• http//www.dcsig.org/files/AddressingOverrepresent
  ationAfricanAmericanguide.pdf
• This website displays 57 pages of information
  regarding prereferral intervention and an
  overview of IDEA.
• This site is aimed at providing information to
  school administrators.

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Multicultural Teaching

• http//www.multiculturalteaching.com
• This website provides resources and links to
  various topics such as continued education,
  special education, and teaching children with
  disabilities.
• This is a great site for educators.

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Educational Researcher

• This is a journal that provides information
  regarding research in schools.
• In particular the following article addresses
  over identification of African Americans.
• Disproportionate Representation of African
  American Students in Special Education
  Acknowledge the Role of White Privilege and
  Racism by Wanda J. Blanchett, Educational
  Researcher ,vol. 35, pg 24-28. (2006)

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American Journal of Mental Retardation

• This journal provides information regarding
  research and interventions applying to mentally
  retarded children and adults.
• The following article deals with the issue of
  using IQ measures to identify African American
  students as mentally retarded.
• Intellectual Classification of Black and White
  Children in Special Education Programs Using
  WISC-III and the Cognitive Assessment System by
  Jack A. Naglieri Johannes Rojahn, American
  Journal of Mental Retardation, Vol. 106, pg
  359-367. (2001)

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References

• Addressing over representation in special
  education (2006). Retrieved October 12, 2006,
  from National Association of School
  Psychologists web site http//www.nasponline.org
  
• Black over-representation in special education
  not confined to segregation (2006) Retrieved
  November 2, 2006 , from Rethinking Schools
  Online Website http//www.rethinkingschools.org

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References Continued

• Blanchett, W. J. (2006). Disproportionate
  representation of african american students in
  special education acknowledge the role of white
  privilege and racism. Educational
  Researcher,35, 24-28.
• Byone, P. (2006). Understanding and addressing
  the disproportionate representation of students
  of color. Retrieved October 12, 2006, from
  website http//www.newpaltz.edu

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References Continued

• Naglieri, J. A. Rojahn, J. (2001). Intellectual
  classification of black and white children in
  special education programs using the WISC- III
  and the cognitive assessment system. American
  Journal on Mental Retardation, 106, 359-367.
• Over representation in special education (2006).
  Retrieved October 12, 2006, from The National
  Alliance of Black School Educators Website
  http//www.dcsig.org

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References Continued

• What is disproportionate representation (2006).
  Retrieved October 12, 2006. from the Council
  for Exceptional Children Website
  httpwww.cec.sped.org