Diversity and Special Education

Diversity and Special Education:

Diversity and Special Education Sophia Diaz April 10, 2011

Introduction:

Introduction The Census Bureau projects that by the year 2100, the U.S. minority population will become the majority with non-Hispanic whites making up only 40% of the U.S. population. Children from culturally and linguistically diverse backgrounds comprise a large percentage of public school students. Hispanic and Asian students in American schools has increased by more than 5 million since the 1990s. New Mexico ranks 12 th of 51 in diversity in the US in the classroom. Texas ranks 5 th of 51 in diversity in the US in the classroom.

Introduction:

Introduction However, nationally, some ethnic groups seem to be overrepresented as disabled. According to the National Center for Education Statistics, in 2004, the percent of children 6-21 years receiving special education based on race/ethnicity was as follows: Whites 8.8%, Blacks 12.6%, 8.4% Hispanic, 4.6% Asian/Pacific Islander, and 14.1% American Indian/Alaska native. The Individual with Disabilities Education Act (IDEA) entitles all individuals with disabilities to a free and appropriate public education (FAPE). And, it also mandates nondiscriminatory assessment, identification, and placement of children with disabilities. Children are not to be identified as disabled because of poor achievement due to environmental “disadvantage” or ethnic, linguistic, or racial difference.

Statistics:

Statistics The number of minority children living in poverty has increased substantially. According to the National Center for Children in Poverty, Blacks, American Indian & Hispanic Children are disproportionately poor. 12% of white children live in poor families while 36% of Black children, 15% of Asian children, 34% of American Indian and 33% of Hispanic children live in poor families.

Statistics:

Statistics The number of homes where children speak a primary language other than English has increased. According to the National Center for Education Statistics, 69.8% of Hispanics in elementary & secondary schools spoke a language other than English at home. And, 65.3% of Asian, 32.8% of Native Hawaiian/Pacific Islanders and 17.5% of American Indian/ Alsakan White spoke a language other than English at home .

Statistics:

Statistics The 22nd Annual Report to Congress included the following information about the race and ethnicity of students with disabilities: See Table There is a clear overrepresentation of students from other racial and ethnic groups in the special education population. This seems to be especially true for Blacks and Hispanics. Percentage of Students by Ethnicity Percentage of students in general population Percentage of students in special education population Asian/Pacific Islander 3.8 1.7 Black (non-Hispanic) 14.8 20.2 Hispanic 14.2 13.2 American Indian 1.0 1.3 Caucasian (non-Hispanic) 66.2 63.6

History of Disproportionate Representation of diverse students in Special Education:

History of Disproportionate Representation of diverse students in Special Education The overrepresentation of culturally and linguistically diverse children in special education and the quality of their educational experiences have been regarded as among the most significant issues faced by the U.S. public school system in the past 30 years. Evidence of a pattern of disproportionate representation of diverse students has been enough to initiate a legal or policy action to reduce disproportionality. For example, overrepresentation of English Language Learners in programs for students in MMR was the basis for litigation in Diana (1970) and Guadalupe (1972). The complaints were about the administration of English language IQ tests to students who were ELL, about due process procedural safeguards, and about the training of evaluators and special educators. Rulings in these cases required evaluators to test in the primary language, to use a variety of measures (including nonverbal and adaptive behavior instruments), and to implement additional due process procedural safeguards. Features of educational programs and procedures were the focus of many rulings.

History:

History Federal concern about the educational experience of culturally & linguistically diverse students in special education was apparent when IDEA was amended in 1991 and 1997. The amendments to IDEA (P. L. 105-17) reiterated concerns that: 1. Greater efforts were needed to prevent students from being mislabeled. 2. More culturally and linguistically diverse children continue to be served in special education than would be expected from the percentage of culturally and linguistically diverse students in the general school population. 3. African American children in poverty are 2.3 times more likely to be identified by their teacher as having mental retardation than their White counterparts.

Factors Leading to the Misidentification of Special Needs Among Diverse Students:

Factors Leading to the Misidentification of Special Needs Among Diverse Students Bias of a teachers’ judgment of social and academic behavior. Too often “different” can be translated to mean “deficient.” Inadequate teacher training on how to work with diverse students. School/teacher have low expectations for students that may seem different. Learning preferences of culturally diverse students is contradictory to what prevails in the classroom.

Factors Leading to the Misidentification of Special Needs Among Diverse Students:

Factors Leading to the Misidentification of Special Needs Among Diverse Students Inadequate tools of assessments. In order to asses a students’ learning, a teacher must assure that the student has enough language proficiency to be able to understand the content being used for the assessment. Poverty makes some students ill prepared for the demands of the school setting. Teachers/Schools do not have the time or resources to gather the information necessary to determine each students’ needs.

Factors Leading to the Misidentification of Special Needs Among Diverse Students:

Factors Leading to the Misidentification of Special Needs Among Diverse Students Many students are often unfamiliar with the cultural context of test items, are likely to give the wrong answers not because they do not have the specific skill being assessed but because they do not understand the question. Identification of a disability is connected with additional funding that gives the school much-needed resources.

Problems with misidentification of Diverse Students in Special Education:

Problems with misidentification of Diverse Students in Special Education The label carries a certain stigma that remains with a student, formally and informally, for a long time. The most effective learning environment for these students may not be in a special education classroom. Students may be placed in a more restrictive environment. There may be a lower level of achievement.

Addressing the issue:

Addressing the issue Schools must take a proactive approach to acknowledging diversity and understanding the differences. Promoting family involvement is crucial. Successful collaboration must include respecting students cultural backgrounds. Making the curriculum relevant. Student’s learn when they have opportunities to learn new skills in meaningful contexts. They respond positively to curricula that draw upon their own experiences and celebrate their heritages and cultures. The teacher must work to break the barriers erected by poverty, have high expectations for every student and believe that all children can and do achieve.

Addressing the Issue:

Addressing the Issue Provide significant training in cultural awareness to instructional staff Understanding and implementing a Response to Intervention model that helps improve the learning environment for all students in the classroom by supporting both teachers and students.

Supporting Diversity:

Supporting Diversity When we support diversity we teach students to value the differences in others and ourselves. Exposing students to many languages, cultures and people prepares them for a more diverse world. Understanding diversity helps us overcome stereotypes and helps us meet the challenge of providing a good high-quality education for every student.

References:

References Burnette, C. & Jane Warger, C. (2000). Reducing Overrepresentation of Diverse Students Five Strategies to Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education. Retrieved, April 2, 2011 from http://www.teachervision.fen.com/bilingual-education/teaching-methods/6049.html Carrasquillo, A. & Rodrigurez, V. (2002). Language Minority Students in the Mainstream Classroom. Clevedon: Multilingual Matters Ltd. Coutinho, M. & Oswald, D. P. (2004). LD Online. Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem. Retrieved, April 7, 2011 from http://www.ldonline.org/

References:

References Hamayan, E. V. & Marler, B. (2007). LD Online. Reasons for the Misidentification of Special Needs among ELLs. Retrieved April 6,2011 from http://www.ldonline.org/ Elementary and Middle School Technical Assistance Center. Disproportionality The Disproportionate Representation of Racial and Ethnic Minorities in Special Education. Retrieved, April 9, 2011, from http://www.emstac.org/registered/topics/disproportionality/intro.htm National Center for Education Statistics. Status and Trends in the Education of Racial & Ethnic Minorities. Retrieved, April 2, 2011, from http://nces.ed.gov/pubs2010/2010015/indicator2_8.asp . National Center for Children in Poverty. (2010). Who are America’s Poor Children. Retrieved, April 6, 2011, from http://www.nccp.org/publications/pub_1001.html U.S. Department of Education. (2011, Feb 13). Diversity in the Classroom. The New York Times . Retrieved from America’s Newspapers database.