DISPROPORTIONATE IDENTIFICATION IN SPECIAL EDUCATION

Disproportionate Identification in Special Education



Abstract

Generally, disproportionate identification disproportionality delineates the concept of under or over representation of a given group of population which are often expounded by the ethnic and racial backgrounds. A continuing source of controversy with the assessment of diverse learners is the misidentification leading to inappropriate placements. Ever since 1968, when Dunn first pointed out the extent to which culturally and linguistically diverse students were overrepresented in programs for students with mental retardation, educators, researchers, and policy-makers have tried to bring about changes that would reduce overrepresentation. Disabilities Education Improvement Act of 2004 provides guidance to prevent and reduce its occurrence. In particular, states should form procedures and policies in place to eradicate the disproportionate or inappropriate identification by ethnicity or race of students with disabilities.

Table of Contents

Introduction4

Assessment4

Grouping, Minority Students, and Disproportionality6

Reference8

Disproportionate Identification in Special Education

Introduction

Generally, disproportionate identification disproportionality delineates the concept of under or over representation of a given group of population which are often expounded by the ethnic and racial backgrounds. It is also defined by the Language proficiency, status, national origin, sexual orientation or gender in a particular category of population. These factors contribute negatively in assessment process and finally they are mis-served and underserved (Anyon, 1997).

Assessment

A continuing source of controversy with the assessment of diverse learners is the misidentification leading to inappropriate placements. It was found that general and special educators' misperceptions of diverse needs contribute to a school's inability to meet cultural and linguistic needs in the classroom. Invalid assessment for diverse learners for special education results from several educational practices including the following, as discussed by Baca and Cervantes (2004), Hoover (2011), Klingner and Harry (2006), Klingner, Hoover, and Baca (2008), Patton (1998), and Salend and Garrick-Duhaney (2005):

Bias in assessment devices and practices;

Misperceiving various diverse behaviors as indicators of a disability;

Inequities in the distribution of school funding that limits access to appropriate education for many culturally and linguistically diverse learners;

Lack of support for and input from family/community in the assessment process; and

Inappropriate application and uses of assessment scores when making instructional decisions.

The disproportionate representation of linguistically and culturally diversified students in specially designed education is not a new problem. Ever since 1968, when Dunn first pointed out the extent to which culturally and linguistically diverse students were overrepresented in programs for students with mental retardation, educators, researchers, and policy-makers have tried to bring about changes that would reduce overrepresentation. The National Research Council (NRC) studied disproportionate representation in 1982 and again 20 years later. Yet despite these two NRC reports as well as numerous resolutions, statements, and actions from major professional organizations, such as the Council for Exceptional Children (CEC) , litigation , policy changes (e.g., Individuals with Disabilities Education Act amendments), a federally funded technical assistance center (i.e., the National Center for Culturally Responsive Education Systems), pressure from parent groups, and efforts from a limited number of researchers, little has changed (Gillborn & Youdell, 2000) . African American students are the most likely to be overrepresented, ...