Overrepresentation of Students of Colour in Special Education (SE)

Overrepresentation of Students of Colour in Special Education (SE)
Author's Name
The Institutional Affiliation
Course Number and Name
Instructor Name
Assignment Due Date
Overrepresentation of Students of Colour in Special Education (SE)
Introduction
The overrepresentation of students of colour (BIPOC) in SE is a long-standing issue that has been a concern for educators and researchers for decades. This phenomenon refers to the disproportionate placement of BIPOC students in SE programs compared to their peers from other racial or ethnic entities. Despite efforts to reduce this disproportionality, the problem persists, and its impact on BIPOC students' academic and social outcomes remains significant. One of the reasons for the overrepresentation of BIPOC students in SE is racial bias within the educational system. Teachers and administrators may have lower expectations of BIPOC students, leading to misinterpretation of cultural and linguistic differences as learning or behavioural disabilities. For example, African American students are more likely to be detected as having intellectual issues or emotional disturbances (Kauffman & Anastasiou, 2019). In contrast, Hispanic/Latino students are more likely to be detected with a language or speech impairment. This trend is also observed for English language learners who may be overidentified for SE services due to their language proficiency, despite not having a learning disability. The overrepresentation of BIPOC students in SE has several negative consequences. Students with disabilities face lower academic expectations and may not receive the necessary support to meet their educational goals. This can lead to academic and social marginalisation, lower graduation rates, and limited post-secondary opportunities (Sailor et al., 2020). Additionally, the overrepresentation of BIPOC students in SE may reinforce negative stereotypes about their abilities, leading to a cycle of lower expectations and diminished opportunities. To handle the problem of the overrepresentation of BIPOC students in SE, educators and policymakers need to implement evidence-based strategies that reduce bias and promote equity in the educational system. One practical approach is implementing a multi-tiered system of support (MTSS) that integrates academic and behavioural interventions for all students (Sailor et al., 2020). MTSS frameworks use data to identify students who are at risk of academic or behavioural difficulties and provide targeted interventions that are culturally responsive and evidence-based. Additionally, professional development programs focusing on cultural competency and implicit bias can help educators recognise and address their biases towards BIPOC students. This research will highlight the rationale behind the efficacy of extensive participation of diverse students in SE in the light of relevant articles.
Discussion
Rationale behind Research
The overrepresentation of BIPOC students in SE is concerning in many educational settings. This phenomenon refers to BIPOC students being overrepresented in SE programs compared to their representation in the general student population. This trend has been observed in many countries, including the United States, Canada, and Australia. For example, studies have shown that African American and Latino students are more likely to come from low-income families and attend underfunded schools with fewer resources and less qualified teachers. This can lead to disparities in academic achievement, leading to overidentification for SE services (Sailor et al., 2020). There are several reasons why this phenomenon is being investigated, including concerns about equity, discrimination, and the effectiveness of SE programs. One of the primary reasons why the overrepresentation of BIPOC students in SE is being investigated is concerns about equity and fairness in the education system. Education is a fundamental human right, and all students should have equal access to high-quality education regardless of race, ethnicity, or other characteristics. However, suppose BIPOC students are disproportionately represented in SE programs. In that case, this suggests they may not receive the same opportunities as their peers who are not in SE. This could be due to various factors, including discrimination, bias, or inadequate support and resources. The overrepresentation of BIPOC students in SE is a complex issue that requires a systemic approach. By understanding the root causes of overrepresentation and implementing evidence-based strategies, educators and policymakers can promote equity and ensure all students have access to high-quality educational opportunities.
Research has shown that BIPOC students are more likely to be incorporated in SE programs for non-academic reasons, such as behaviour problems or poor attendance, than their white peers, who are more likely to be placed in SE programs for academic reasons. This suggests that implicit bias and stereotyping may be involved in the redirection process for SE. For example, teachers may be more likely to perceive BIPOC students as having behaviour problems or being disruptive in class, even if they are within the normal range. This can lead to a cycle of labelling and stigmatisation that can negatively affect students' self-esteem, academic achievement, and long-term outcomes. Another reason the overrepresentation of BIPOC students in SE is being investigated is concerns about discrimination and civil rights violations. The disproportionate representation of BIPOC students in SE programs can be seen as a form of discrimination and a violation of their civil rights (Tefera et al., 2023). This is because SE programs are intended to provide additional support and services to students with disabilities who need them to access the curriculum and participate in school activities. However, suppose BIPOC students are placed in SE programs without a valid reason or proper evaluation and assessment. In that case, this can be seen as discriminatory and a violation of their right to equal education opportunities.
Moreover, research has shown that BIPOC students are likelier to be placed in SE programs offering lower-quality services and resources than their white peers. For example, they may be placed in segregated classrooms, have less access to advanced curriculum and technology, and receive less support from specialised professionals such as speech or occupational therapists. This can further exacerbate disparities and inequities in the education system, leading to a widening achievement gap between BIPOC student and their white peers. Finally, the overrepresentation of BIPOC students in SE is being investigated to assess the effectiveness of disability learning programs in meeting the needs of diverse student populations (Kauffman & Anastasiou, 2019). The misrepresentation of diverse students in disability learning is a complex and multifaceted problem identified in the United States educational system for several decades. It refers to the overrepresentation or underrepresentation of specific racial or ethnic groups in disability learning programs, which may result in a lack of access to appropriate educational opportunities and limited educational outcomes.
Research indicates that minority students, particularly African American and Hispanic students, are more likely to be placed in disability learning programs than their white peers, despite having similar academic ability and achievement levels (Kauffman & Anastasiou, 2019). This overrepresentation may result from several factors, including cultural and linguistic differences, poverty, and biased referral and assessment practices. On the other hand, students from Asian backgrounds are more likely to be underrepresented in SE. The misrepresentation of diverse students in disability learning has significant implications for these students' academic and social-emotional development. Overrepresentation in disability learning can lead to stigmatisation, lowered expectations, and restricted access to the general learning curriculum and peers. In contrast, underrepresentation can lead to a lack of access to necessary support and services, resulting in academic and social-emotional difficulties.
To tackle this problem, it is essential to implement culturally responsive and equitable assessment practices that consider students' diverse cultural and linguistic backgrounds. This may include conducting assessments in students' primary languages, using multiple data sources, and involving families and community members in the assessment process. Additionally, schools and educators must work to eliminate biases and assumptions that may impact referrals and placement decisions and provide access to high-quality general education curricula and differentiated instruction to meet the needs of diverse learners (Booth, 2022). By addressing the root causes of overrepresentation and underrepresentation, schools and educators can create a more inclusive and supportive learning environment that benefits all students. If BIPOC students are overrepresented in disability learning programs, the regular education system may not adequately meet their needs. Therefore, it is essential to evaluate the effectiveness of disability learning programs in addressing the academic, social, and emotional needs of BIPOC students and to identify best practices that can help reduce the imbalance of BIPOC students in SE.
Succinct Analysis of Linked Articles
The imbalance of non-white pupils in disability learning is a long-standing issue in the education system. Researchers have examined the causes and consequences of this phenomenon in recent years, seeking solutions to address the issue. In this analysis, ten selected articles explicitly linked to the topic and the researchers' findings from recent years will be analysed. Considering the racial diversity in SE, an article explores the antisemitism in unique education identification and placement (Grindal et al., 2019). The study found that African American students were more likely to be detected as needing disability learning services and placed in more restrictive environments than white students. A prominent factor contributing to overrepresentation is poverty. Students from low-income families are likelier to be referred for disability learning services due to a lack of access to resources, such as health care, early intervention services, and parental support. These students may also experience environmental stressors, such as violence or trauma, affecting their academic performance and behaviour. Consequently, they are more likely to be identified as having a disability and placed in compensatory coaching programs.
Similarly, a study exploring disability identification and particular education placement manifests disproportionate behaviour of the White Students for the Black Students. This article examines the connection between race and disability in unique education personification and placement (Berghs & Dyson, 2020). The study found that black students were more prone to be recognised as having an emotional disturbance and placed in compensatory coaching classes. Another similar research highlighting racial issues among disabled students provides insights regarding poor decision-making in compensatory coaching (Tefera et al., 2023). This research explores how imbalance and disparate treatment of non-white pupils in compensatory coaching are reproduced in educational decision-making. The study found that implicit biases and institutional practices contribute to the imbalance of non-white pupils in compensatory coaching. Furthermore, by addressing the strength of African American pupils in compensatory coaching, another article discusses strategies to tackle the issues relevant to this field (Jordan, 2005). The study found that early intervention and prevention programs, culturally responsive teaching, and collaborative problem-solving approaches effectively reduce the imbalance. Also, another relevant article investigates the intersection of race and placement in compensatory coaching inclusion programs (Francisco et al., 2020). The study found that black students were less likely to be included in regular education classrooms than white graduates, even when they had similar levels of disability. Additionally, the investigation of the influence of socioeconomic status on the imbalance of non-white pupils in compensatory coaching has been discussed in another study (Alqarni, 2016). The study found that low-income non-white pupils were more likely to be identified as needing compensatory coaching assistance than their higher-income peers. Black graduates are more likely to come from lower-income families and may not have access to the same resources as their white counterparts. This c...