Discussion #5- REHABILITATION or LIFE SENTENCE..Special Education and the Black Boy

[Tiffany (india) Starke]

There was much thought that went into my post for discussion #5. I
carefully considered the array of provocative topics that we have been
exposed to when making my selection to create my own entry. My mind
rested on the topic of the Overrepresentation of African American Boys
in Special Education. If I achieve nothing else in my expression here,
I hope that those of you who read it leave…in thought.


Discussion #5

REHABILITATION OR LIFE SENTENCE…SPECIAL EDUCATION & BLACK BOYS

“If you can control a man’s thinking, you don’t have to worry about
his actions. If you can determine what a man thinks you do not have to
worry about what he will do. If you can make a man believe that he is
inferior, you don’t have to compel him to seek an inferior status, he
will do so without being told and if you can make a man believe that
he is justly an outcast, you don’t have to order him to the back door,
he will go to the back door on his own and if there is no back door,
the very nature of the man will demand that you build one.”-Dr. Carter
G. Woodson, Mis-Education of the Negro (1933)

By fourth grade many African American boys are already falling behind
in the classroom. How is this continuing to happen? As a nation, why
have we not found a cure to this epidemic? Shouldn’t it matter to all
of us?

Even though the physical chains have been removed from the ankles of
the intimates of slaves, today the chains molded from the clay of
oppression have been remodeled through the fires of time into stealthy
racist components which are embedded within all major establishments
in America in a continued effort to disable and control Blacks,
specifically targeting Black males. Due to this major difference,
Black males are then subjected to a more intense measure of control
and hardship directed by Whites and their system of oppression.

As children, young Black males are handcuffed on the tilted playing
field of opportunities designed by the dominant White majority that
consciously and subconsciously reproduces subjugation and control.
Effects of this control can be seen in the high rate of Black males
within special education. Education for All Handicapped Children Act
(EAHCA) of 1975, (P.L. 94-142), known presently as the Individuals
with Disabilities Education Act (IDEA) of 1990 (Reauthorized in 2004),
was initially enacted to provide all students classified as special
education students, access to a “free and appropriate public
education” (FAPE).

The passing of IDEA, believed by many, was to halt discrimination of
those with special needs and children of color who were previously
stored away from their regular education counterparts. But today, it
is apparent that discrimination, separation, and overall inequities
exist toward special education students of color. Racism very much
exists today with respect to students of color. Sec. 601 of the Civil
Rights Act of 1964 states that “No person in the United States shall,
on the ground of race, color, or national origin, be excluded from
participation in, be denied the benefits of, or be subjected to
discrimination under any program or activity receiving Federal
financial assistance.” But, in general, Black, and to some extent
Latino students (the majority from low socioeconomic homes), in
relation to their population are still being denied and excluded
through their placement in the category of special education.

In fact this is occurring at disproportionate rates in comparison to
Whites and others; Black (and Latino) students are kept apart (outside
of the regular education settings) and denied the proper benefit of an
inclusive education as mandated by IDEA. Specifically, it has been
estimated that Blacks are placed in special education at a rate of 3
to 1 in comparisons to White students. The special education analysis
completed by the Department of Education in 2001 and 2006 noted this
occurrence, but did not expand upon this topic as it relates to
gender. Due to the disproportionate number of Black males that are
within special education with such arresting labels as Emotionally
Disturbed, Mentally Impaired, and etc., the conclusion can be drawn
that they are more likely to be educated in segregated learning
environments than their White counterparts.

The fact that this is occurring within rich and poor districts can be
interpreted as reckless on the behalf of public schools–when faced
with scholars that have noted and criticized the diagnostic criteria
and testing currently used as blurred, invalid, and culturally biased
against people of color. But we, in the public schools, continue to
use them. If this clandestine and at times overt plight to hamper
students of color, specifically Black males’ academic and social
progress, is not addressed from a policy and social justice structural
approach, said population will continue to be seriously hindered,
which will result in an increasing number of young people not gaining
the benefits of a quality education. Due to areas and ramifications of
the topic addressed, social scientists within education and sociology
should feel challenged to continue the work directed at investigating
this issue. No, in fact, we as a people should challenge the threads
continuously woven by an archaic racist system that has a foundation
soaked with oppressive discharge.


Each one, who can reach one….teach one!



Relative Links Regarding this Topic:


www.nasponline.org/.../cq/mocq381disproportionality.aspx
edr.sagepub.com/content/35/6/24.abstract
enidnews.com/localnews/.../Special-education...help...racism.../print
www.ithaca.edu/wise/race_african_american/