Disproportionate representation of diverse students in special education

Disproportionate representation of diverse students in special education

Introduction

The disproportionate placement and representation of the students who belong to different ethnic grounds and cultures has been a controversial issue since a very long time. This representation of children because of their different color and cultural backgrounds has become a long-term problematic issue. The Education Act for Persons with Disabilities recently reauthorized once again and has raised the concern for the states to take careful and drastic measures sooner (Coutinho & Oswald, 2004). However, despite the national attention and controversy, it is still a limited consensus as to which is the smallest way to define and respond to patterns of excessive and insufficient identification by ethnicity and gender in the different categories of disability. The following paper elucidates as to why the culturally diverse students considered a part of special education and how the problem of disproportionately placing the students with disabilities in special education can be solved with the steps taken by the teachers to prevent such concepts and how the States must stay involved to address the issue.

Discussion

The extent of disproportionality or overrepresentation in states and school districts varies considerably and, for many years, the Civil Rights Division of the U.S. Department of Education has overseen efforts to reduce disproportionality. The monitoring concerns have outlined that there is an unusual high rate of minority children who are placed in special schools because of a certain level of disability which may be a part of faults with linguistic or maybe because of different values. Educators have agreed on the point that change efforts will contribute to the improvement of educational services and necessarily improve the outcomes (Hosp, 2013).

Resultsgathered generally are dependanton the totality of understanding about disproportionality, including those aspects which may lead to identification of disparities according to location, ethnic groups, representation and area regulations. For starting the effort, it is necessary to to have a complete set of indices for accurately representing the height og the issue (Hosp, 2013). This shall help in providing a basis for identifying the causes of disproportionality and its objectives and trends over time.

Disproportionality

Disproportionality is a phenomenon which may mean there are a few children who are going through a situation because of their representation as group in the general population. Typical outcomesof disproportionality question the phenmonenon that many African American students who are enrolled in special institutions suffering from mental retardation as compared to the students in the general schools (Roekel, n.d).

Mostly disproportionality is concerned about the overrepresentation of students on the basis of color or because of a disability, specifically those students who are suffering from mental retardation or those students with emotional and behavioral disorders. Recently, researchers have shown interest in other types of disproportionalityalso which may be based on classes, gender or other (Roekel, n.d).

The consideration that disproportionality is often considered a major issue reflects the idea that the number of children who have a disorder or a disability should be similarly treated in ...