The problem of disproportionality of students of color in special education has been a challenging issue and subject of research in the field of education. It is possible to make a summary of and analyze common themes in journal and scholarly articles such that details of prevalent issues concerning the given topic can be understood. The perspectives and conclusions of different authors are comparatively essential to analyze in order to get a better idea about factors that drive disproportionality and instructions that the educational community can follow.
Identification and Referral Bias
The identified key theme that runs through the reviewed articles as a particular focus is identification and referral bias in special education. Ko and Lee 2023) note that the referral disparities evident in referring students of color overrepresent them proportionately in special populations directly because educators hold lower expectations of students merely due to their background. This type of bias helps negatively reflect the disproportionate number of students in such communities; thereby, they make it possible to misplace students from special education programs. This is reflected in Jonak (2014), whereby the cultural misinterpretations and misunderstandings witnessed while identifying those individuals for placement further re-echo how these vices can lead to a faulty selection process. The same could be said for the identification and referral bias, as discussed by Ko and Lee (2023) and Jonak (2014), as it sharply reflects the need for reforms within assessment procedures to prevent prolonging injustice patterns in special education.
Cultural and Linguistic Factors
Implemented throughout the analysis of the subject articles, one homogeneous concept illuminates the major role performed by cultural and linguistic elements in discrimination concerning students of color enrolled in special education. Shell (2020) emphasizes the critical importance of a culturally aware and culturally rooted approach to understanding the changing nature of educational practices. The author claims that the case of misinterpretation of behavior and, eventually, learning problems can be caused by the culture mismatch between students and teachers, leading to the overrepresentation of students of color in special education. Additionally, Barrio (2017) discusses problems that English language learners might have in the referral process and suggests that linguistic obstacles only aggravate mismatches. Shell (2020) and Barrio (2017) provide a collective perspective that reveals the complex cultural and linguistic influences in special education, and their suggestions recommend culturally sensitive practices for overcoming relevant inequalities to improve educational outcomes for students.
Implicit Bias and Stereotyping
What emerges in the literature is an endless stream of problems, such as implicit bias and stereotypes, that drive the over-proportionalizing of students of color into special education. Ko and Lee (2023) shed light on the deep penetration of implicit bias into teachers’ evaluation and perception of all students, particularly those from culturally different ethnic backgrounds, where culture stereotyping may determine whether a child with special needs is labeled as disabled or not. The above bias promotes disproportionality because students of minority backgrounds are overrepresented. At the same time, it creates an environment where such students are disproportionately identified and placed in special education programs. However, the results do not stop at the mislabeled students but adversely affect the learning prospects for the disproportionate minority learners. The implications from Ko and Lee (2023) point out the significance of addressing implicit biases and stereotyping in education settings in order to create a more equitable and unbiased special education system that would bring forth fair assessment for all students.
Analysis
At the same time, a bias can be objected to from the fact that though the reviewed authors recognize disproportionality under special education as something existing in reality and which should carry negative implications, there are discrepancies between their points of view. As Ko and Lee (2023) and Shell (2020) pointed out, cultural differences contribute significantly to the disproportionate ratio, and this points to two sides of a coin where cultural misfits lead to misinterpretations and false assessments. However, Jonak, 2014 and Barrio,2017 focus more on biases in identification and referral processes as principal drivers of overrepresentation. While there are these differences in the data, a common ground for all authors is the obvious requirement by many for the empirical observation of the missing cultural competence among educators. The writers are unanimous in their call for better cultural awareness and sensitivity unless, specifically, it is a deliberate writing of a paper sharing views on what causes disproportionality. This shared vision draws our attention to changes in organizational structures within the education sector and systemic imbalances that need to be addressed to ensure equitable results for all learners.
Conclusion
This has been further summarized in the conclusion that this literature review has identified common patterns among authors on the significant disproportionalities of students of color in special education. The problem of ID&R refers to the most critical factors involving implicit bias and stereotyping as cultural and linguistic factors. Identifying and managing these issues is necessary for equal access to quality education among students of different backgrounds. With deep knowledge about the intricacies related to failure unproportionality, educators stand in a position to empower the teaching of inclusive practices that advocate for promising success among students from all background settings.
References
Barrio, B. L. (2017, May 26). Special Education Policy Change. Rural Special
Education Quarterly, 36(2), 64–72. https://doi.org/10.1177/8756870517707217
Jonak, J. (2014, February 4). Perspectives regarding the disproportionate representation of culturally and linguistically diverse students in high-incidence special education programs in the United States. Health Psychology Report, 1(1), 42–51. https://doi.org/10.5114/hpr.2013.40468
Ko, D., & Lee, Y. (2023, September 13). Culturally Sustaining Inclusive Systemic Design to Address Overrepresentation of Students of Color with and without Dis/abilities in Exclusionary Practices. Equity & Excellence in Education, 1–17. https://doi.org/10.1080/10665684.2023.2248482
Shell, E. M. (2020, January). Exploring school counselors’ preparation to address disproportionality of African American students in special education. Teaching and Supervision in Counseling, 2(1). https://doi.org/10.7290/tsc020108
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