Journal Synthesis

Sample Solution

     

Disproportionality of Students of Color in Special Education: A Mini-Literature Review

The overrepresentation of students of color in special education programs has been a persistent issue in the United States for decades. This mini-literature review explores the research on this topic, examining the factors that contribute to the disproportionality and potential solutions to address it.

Extent of the Disparity

Multiple studies have documented the significant overrepresentation of students of color in special education. Research by authors like [Harry & Klingner, 2014] and [Larson et al., 2017] highlights that Black and Hispanic students are placed in special education at higher rates compared to their white counterparts, even when accounting for academic achievement.

Full Answer Section

      Causes of Disproportionality The reasons behind this disparity are complex and multifaceted. Some key areas of research include:

• Bias in Assessment:Studies by [Artiles, 2007] and [Gallagher, 2009] point towards potential bias in standardized tests used for special education identification. These tests might not adequately capture the cultural and linguistic backgrounds of students of color, leading to misidentification.
• Poverty and Socioeconomic Factors:Research by [Algozzine, 2007] suggests that poverty and associated factors like limited access to quality early childhood education can contribute to learning delays, increasing the likelihood of placement in special education for students of color.
• Low Expectations and Labeling:As noted by [Ferguson, 2010], educators might hold lower expectations for students of color, leading to referrals for special education even with typical development patterns.

Impact of Disproportionality The consequences of disproportionality are significant. Students of color in special education may receive services that don't meet their specific needs and may experience lower graduation rates and reduced access to college opportunities. Moving Forward Researchers like [Obiakor, 2017] advocate for culturally responsive practices in assessment and instruction to address bias. Additionally, [Kozleski, 2018] emphasizes the importance of professional development programs that equip educators to identify and challenge biases in their practices. Conclusion The disproportionality of students of color in special education is a complex issue with multifaceted causes. Addressing this disparity requires a multi-pronged approach that includes dismantling biases in assessment, promoting culturally responsive practices, and ensuring equitable access to quality education for all students.