Critique the overrepresentation of students of color in special education classes. Why does this happen? How can it be prevented?

Critique the overrepresentation of students of color

Critique the overrepresentation of students of color in special education classes.
Why does this happen?
How can it be prevented?

Race, poverty, and interpreting overrepresentation in special education

New research by Morgan, Farkas, Hillemeier and Maczuga once again finds that when you take other student characteristics—notably family income and achievement—into account, racial and ethnic minority students are less likely to be identified for special education than white students. Though this finding is by now well established, it remains sufficiently controversial to generate substantial media buzz. And plenty of research—with less convincing methods—has been interpret as showing that too many blacks. Especially boys, for special education. The old conventional wisdom may be intuitively appealing because aggregate disability rates. With no adjustments for family income or other student characteristics. Are higher for students who are black (1.4 times) or Native American (1.7). Also, lower for whites (0.9 with Hispanic students about as likely to be as the rest of the population.

These unadjusted ratios answer the important descriptive question of how student experience varies by race. But they do not tell us whether schools are giving black students the free and appropriate public education the Individuals with Disabilities Education Act (IDEA) guarantees them. To answer this question, we must compare the likelihood that a black student participates in special education with that of an otherwise identical white student. In other words, we don’t just want to know if black students are more likely to be in special education than whites; we want to know if black students are too likely to be in special education—or, as it turns out, not likely enough.

 

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