Disproportionality in Special Education

Posted by Beth DuBose on Apr 21, 2008

by Wanda Duff, former Special Education teacher of 25 years

A recent publication by the National Education Association in collaboration with the National Association of School Psychologists entitled “Truth in Labeling: Disproportionality in Special Education” provides an enlightening overview of issues related to “over- and under-representation” by specific populations in special education and gifted and talented programs.

Across the nation, increasing numbers of culturally and linguistically diverse (CLD) students are populating America’s public schools making this issue more relevant than ever before.

Substantiated by numerous statistical references the subject of disproportionality has been thoroughly investigated by the authors, and they present a wealth of valuable information for school districts as well as individual practitioners.

Focusing on factors that have historically contributed to the problem of disproportionality, the authors cite local policies that may contribute to the problem. Budgetary and resource constraints are usually at the root of these limitations that include 

• Class sizes too large for teachers to provide attention to individual student needs 


• A dearth of early childhood programs for low-income families 


• Limited implementation of early intervention programs 


• Zero tolerance discipline policies that move students out of the educational environment 


• The expansion of a rigorous academic curriculum in order to increase performance on district and state-wide testing to the detriment of slower learners

Spotlighting case studies from around the country, a number of proposals for positive change are presented including those with emphasis on

• English language proficiency for content comprehension in a rigorous academic environment 


• Increased emphasis on early childhood programs 


• Early intervention services, tracking, and documentation through the implementation of a formalized Response to Intervention (RtI) program 


• Positive behavioral supports as the norm rather than zero tolerance policies which often result in escalating negative behaviors 


• Professional development in the areas of classroom management and culturally responsible teaching 


• Development and use of culturally responsible assessment practices and tools 


• Family and community partnerships related to education and academic growth 


• Gathering and reporting accurate and relevant statistical data related to diverse populations

The article concludes with a wealth of valuable print and online resources that will be of special interest to those involved in positive change and educational reform. Read more at the NEA website where you can download a copy of the 57-page document for free.

http://www.nea.org/specialed/disproportionality.html

About the author

Wanda Duff retired from Omaha Public Schools after 25 years of teaching Special Ed students. She has a B.S. in Education from the University of Nebraska, Omaha and a MLS from Emporia State University.