Abstract
Over 50 years ago, Dunn expressed concern that many children placed in special education classes were more likely children with mild learning problems from socially culturally diverse backgrounds rather than intellectually disabled. Further, Dunn described the then practices and policies as “morally and educationally wrong.” From this viewpoint, the chapter will use a multifactorial perspective to examine issues regarding disproportionate representation in special education, including communication sciences. Further, the chapter will discuss how these factors intersect with demographic variables such as the race, ethnicity, class, and home language of children with disabilities.
TopBackground
Disproportionality can be defined as the underrepresentation or overrepresentation of a specific group within a setting relative to that group's proportion in the total population (Dever et al., 2016). Questions regarding the disproportionate representation of students from diverse backgrounds in special education classrooms were raised over fifty years ago. In 1968, Dunn expressed concern regarding the number of children in special education classrooms from racial, ethnic, language minority, or low-resourced homes. Dunn posed that it was more likely that these children had mild learning problems instead of having an intellectual disability. Further, Dunn (1968) described special education practices and policies as “morally and educationally wrong” (pg.5). This seminal article recognized and highlighted disparities amongst racial and ethnic minorities in the special education system and facilitated an ongoing evaluation and discussion on inequities in special education and related services.
The Individuals with Disabilities Education Act (Individuals with Disabilities Education Act, 20 U.S.C. § 1400, 2004) has been amended to address concerns regarding the disproportionate representation of children with disabilities based on race, home language, and ethnicity. The Individuals with Disabilities Education Act (2004) theoretically ensures the right of all children with disabilities to have access to special education and related services, which includes services for speech, language, and hearing impairments. Thus, speech-language pathologists play an essential role not only as direct service providers but also have the opportunity to develop practices that address social justice for children with disabilities. Accurate and early identification of disabilities plays a critical role in successful academic and communication outcomes. Alternatively, delays in identification or misidentification, whether over- or under-identification, can have a negative impact on academic and communication outcomes.
Key Terms in this Chapter
Significant Disproportionality: The overrepresentation of a race or ethnic group in the identification for special education or in the placement of restrictive educational settings.
Discipline Gap: The disproportionality in school disciplinary procedures and outcomes for racial and ethnic minorities.
School-to-Prison Pipeline: A term that refers to the pathway from school disciplinary procedures to the juvenile justice or criminal justice system.
Disproportionate Representation: The underrepresentation or overrepresentation of a race or ethnic group in the identification for special education or in the placement of restrictive educational settings
Language Minority: Individuals in the United States who use a language other than English predominately in their home.
Cultural Competence: The understanding of the impact of social, linguistic and cultural variables on stakeholders, and an individual's ability to adjust their interactions and service delivery accordingly.
Verve: Expressive body language in which the individual uses high energy and active movement.
Related Services: Transportation and developmental, supportive, and corrective services such as speech-language pathology and audiology services to assist children with disabilities to participate in the educational system.