Discussion Forum #1: Equity in Special Education
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Holly Susan
Jan 14, 2011, 9:43:07 PM1/14/11
to Foundations of Special Education 541
For our first "read and respond" type forum, I ask that you read the
introductory chapter to a book about minority representation in
special education. The chapter is available at
http://links.jstor.org/sici?sici=0022-2984(199423)63%3A4%3C602%3ATDPOAA%3E2.0.CO%3B2-D.
You can also find all articles in the on the Google site in the file
cabinet or on the 'Discussion Forum' page.
The book, published by The Civil Rights Project at Harvard University,
is a collection of essays by researchers in the field of equity in
education. The introductory chapter is written by Dan Losen, who is
also the co-editor of the text. Mr. Losen is a lawyer and former
teacher, and his publications throughout the field of special
education are a good introduction to this issue. The reading selected
here is about 16 "easy" pages.
In addition, here is a more recent article titled Representation of
Minority Students in Special Education: Complicating Traditional
Explanations by Alfredo J. Artiles, Janette K. Klinger, and William F.
Tate as guest editors. The article is available at
http://www.aladin.wrlc.org/Z-WEB/Aladin?req=db&key=ALADINPROXY&url=ht...
Once you've read the introduction to the text, please share your
reaction to the readings in general, and respond to the following
questions.
What do you feel are the key contributing factors to the over-
representation of minorities in special education?
Are there particular policies or law that appear to have affected this
trend?
If so, which do you think are the most significant? What
recommendations or solutions seem to make sense to you?
Again, I look forward to hearing from you!
Posts Due by 5:30pm on January 24th
introductory chapter to a book about minority representation in
special education. The chapter is available at
http://links.jstor.org/sici?sici=0022-2984(199423)63%3A4%3C602%3ATDPOAA%3E2.0.CO%3B2-D.
You can also find all articles in the on the Google site in the file
cabinet or on the 'Discussion Forum' page.
The book, published by The Civil Rights Project at Harvard University,
is a collection of essays by researchers in the field of equity in
education. The introductory chapter is written by Dan Losen, who is
also the co-editor of the text. Mr. Losen is a lawyer and former
teacher, and his publications throughout the field of special
education are a good introduction to this issue. The reading selected
here is about 16 "easy" pages.
In addition, here is a more recent article titled Representation of
Minority Students in Special Education: Complicating Traditional
Explanations by Alfredo J. Artiles, Janette K. Klinger, and William F.
Tate as guest editors. The article is available at
http://www.aladin.wrlc.org/Z-WEB/Aladin?req=db&key=ALADINPROXY&url=ht...
Once you've read the introduction to the text, please share your
reaction to the readings in general, and respond to the following
questions.
What do you feel are the key contributing factors to the over-
representation of minorities in special education?
Are there particular policies or law that appear to have affected this
trend?
If so, which do you think are the most significant? What
recommendations or solutions seem to make sense to you?
Again, I look forward to hearing from you!
Posts Due by 5:30pm on January 24th
Emily Brooks
Jan 16, 2011, 1:56:10 PM1/16/11
to Foundations of Special Education 541
There are many contributing factors to the over representation of
minorities in special education. The most prevalent one, I feel, is
that the field of education is still defined by practices of one
hundred years ago. Our society and nation has changed, but schools
haven’t. We still sort kids into high, middle and low groups. This is
especially so in those schools that serve low socioeconomic children.
This is echoed in the section titled “Extend traditional discourse to
address larger systemic issues” in the article “Representation of
and our schools that result in the overrepresentation of minority
students in special education. Schools are small societies, and the
issues that exist in society will undoubtedly exist in our school
systems. Maybe we need to study education in its social context, and
approach schooling with a broader eye, so that we account for the
social, economic, and racial influences in our society?
I found the final “Recommendations” section of the introduction of the
article “The Disproportionate Placement of African American Males in
Special Education Programs: A Challenge of the Process” most
interesting and relevant to why this injustice exists, and what are
next steps.
“Recommendation #4: Conduct assessment for the purpose of guiding
instruction rather than the purpose of program eligibility” I find to
be the most interesting and important. We should approach assessment
with a mindset that fosters asking questions about what the child
knows, what works, and how can we make our instruction even better.
The assessment should be accessible and relevant to what is going on
in the classroom and it should be actively used by the teachers to
inform their instruction of that child. In addition, I oftentimes feel
that IEP meeting are held to just go through the motions, instead of
really getting all of the educators together who work with a certain
child in different capacities and discusses best practices or next
steps for that given child. Regardless of minority status, these
practices should be implemented to keep the child’s learning and
growth the number one priority.
A question that is running through my mind as I read and write is: How
can we change our education system so that instead of going through
the motions of assessment and classifications that most often end up
being meaningless, we proactively and thoughtfully intervene to
enhance each child’s education with student growth as the goal?
Reflecting on what I just wrote, I didn’t mention race or minority
status that much. Overall, I feel that we need to raise the quality of
public education (special education and general education) as a whole
in order to attack this injustice. We need to bring the purpose of
education to student learning for all students.
On Jan 14, 9:43 pm, Holly Susan <hollyme...@gmail.com> wrote:
> For our first "read and respond" type forum, I ask that you read the
> introductory chapter to a book about minority representation in
> special education. The chapter is available athttp://links.jstor.org/sici?sici=0022-2984(199423)63%3A4%3C602%3ATDPO....
minorities in special education. The most prevalent one, I feel, is
that the field of education is still defined by practices of one
hundred years ago. Our society and nation has changed, but schools
haven’t. We still sort kids into high, middle and low groups. This is
especially so in those schools that serve low socioeconomic children.
This is echoed in the section titled “Extend traditional discourse to
address larger systemic issues” in the article “Representation of
Minority Students in Special Education: Complicating Traditional
Explanations.” There exist systemic issues in the field of education
and our schools that result in the overrepresentation of minority
students in special education. Schools are small societies, and the
issues that exist in society will undoubtedly exist in our school
systems. Maybe we need to study education in its social context, and
approach schooling with a broader eye, so that we account for the
social, economic, and racial influences in our society?
I found the final “Recommendations” section of the introduction of the
article “The Disproportionate Placement of African American Males in
Special Education Programs: A Challenge of the Process” most
interesting and relevant to why this injustice exists, and what are
next steps.
“Recommendation #4: Conduct assessment for the purpose of guiding
instruction rather than the purpose of program eligibility” I find to
be the most interesting and important. We should approach assessment
with a mindset that fosters asking questions about what the child
knows, what works, and how can we make our instruction even better.
The assessment should be accessible and relevant to what is going on
in the classroom and it should be actively used by the teachers to
inform their instruction of that child. In addition, I oftentimes feel
that IEP meeting are held to just go through the motions, instead of
really getting all of the educators together who work with a certain
child in different capacities and discusses best practices or next
steps for that given child. Regardless of minority status, these
practices should be implemented to keep the child’s learning and
growth the number one priority.
A question that is running through my mind as I read and write is: How
can we change our education system so that instead of going through
the motions of assessment and classifications that most often end up
being meaningless, we proactively and thoughtfully intervene to
enhance each child’s education with student growth as the goal?
Reflecting on what I just wrote, I didn’t mention race or minority
status that much. Overall, I feel that we need to raise the quality of
public education (special education and general education) as a whole
in order to attack this injustice. We need to bring the purpose of
education to student learning for all students.
On Jan 14, 9:43 pm, Holly Susan <hollyme...@gmail.com> wrote:
> For our first "read and respond" type forum, I ask that you read the
> introductory chapter to a book about minority representation in
> You can also find all articles in the on the Google site in the file
> cabinet or on the 'Discussion Forum' page.
>
> The book, published by The Civil Rights Project at Harvard University,
> is a collection of essays by researchers in the field of equity in
> education. The introductory chapter is written by Dan Losen, who is
> also the co-editor of the text. Mr. Losen is a lawyer and former
> teacher, and his publications throughout the field of special
> education are a good introduction to this issue. The reading selected
> here is about 16 "easy" pages.
>
> In addition, here is a more recent article titled Representation of
> Minority Students in Special Education: Complicating Traditional
> Explanations by Alfredo J. Artiles, Janette K. Klinger, and William F.
> Tate as guest editors. The article is available athttp://www.aladin.wrlc.org/Z-WEB/Aladin?req=db&key=ALADINPROXY&url=ht...
> cabinet or on the 'Discussion Forum' page.
>
> The book, published by The Civil Rights Project at Harvard University,
> is a collection of essays by researchers in the field of equity in
> education. The introductory chapter is written by Dan Losen, who is
> also the co-editor of the text. Mr. Losen is a lawyer and former
> teacher, and his publications throughout the field of special
> education are a good introduction to this issue. The reading selected
> here is about 16 "easy" pages.
>
> In addition, here is a more recent article titled Representation of
> Minority Students in Special Education: Complicating Traditional
> Explanations by Alfredo J. Artiles, Janette K. Klinger, and William F.
Meredith Blunda
Jan 19, 2011, 9:58:04 PM1/19/11
to Foundations of Special Education 541
I think the over-representation of minorities in special education
cannot be attributed to one single factor, but a combination of
complex contributors that reach far back into history. I believe a
tone was originally set many years ago when African Americans were
overly placed in special education classrooms as a cover for
segregation, as was mentioned in Beth Harry and Mary G. Anderson's
article, "The Disproportionate Placement of African American Males in
Special Education Programs: A Critique of the Process." It can be
incredibly difficult to overturn such trends in schools, even after so
many years have passed. As the years have gone on, many other
challenges continue. It is difficult to ignore the fact that the vast
majority of teachers are white women, and that a communication gap can
be created between the two groups (Harry and Anderson).
Misunderstandings, distrust, and questionable referrals can result.
This gap also exists between the people that create the diagnostic
assessments, most often from the majority, and the students in special
education, most often minorities (Harry and Anderson). There are huge
language biases in these tests, which create disadvantages for
minorities possibly results that are not accurate. These, and many
other factors, contribute to the resulting over-representation of
minorities in special education.
To improve this situation, I think we need to base our evaluations of
students less on solely tests. There needs to be a wide range of
diagnostics when we look at students, so we get rid of the existing
bias. This can lessen the issues that may have existed between the
student and teacher that may have lead to a faulty referral. I also
believe inclusion models will help because there will be less
segregating of special education students from general education
students. Special education students won’t feel a “label” and a more
positive situation will be created. When students are being more
appropriately served, they can have their needs met more efficiently
and feel more successful in learning.
cannot be attributed to one single factor, but a combination of
complex contributors that reach far back into history. I believe a
tone was originally set many years ago when African Americans were
overly placed in special education classrooms as a cover for
segregation, as was mentioned in Beth Harry and Mary G. Anderson's
article, "The Disproportionate Placement of African American Males in
Special Education Programs: A Critique of the Process." It can be
incredibly difficult to overturn such trends in schools, even after so
many years have passed. As the years have gone on, many other
challenges continue. It is difficult to ignore the fact that the vast
majority of teachers are white women, and that a communication gap can
be created between the two groups (Harry and Anderson).
Misunderstandings, distrust, and questionable referrals can result.
This gap also exists between the people that create the diagnostic
assessments, most often from the majority, and the students in special
education, most often minorities (Harry and Anderson). There are huge
language biases in these tests, which create disadvantages for
minorities possibly results that are not accurate. These, and many
other factors, contribute to the resulting over-representation of
minorities in special education.
To improve this situation, I think we need to base our evaluations of
students less on solely tests. There needs to be a wide range of
diagnostics when we look at students, so we get rid of the existing
bias. This can lessen the issues that may have existed between the
student and teacher that may have lead to a faulty referral. I also
believe inclusion models will help because there will be less
segregating of special education students from general education
students. Special education students won’t feel a “label” and a more
positive situation will be created. When students are being more
appropriately served, they can have their needs met more efficiently
and feel more successful in learning.
> For our first "read and respond" type forum, I ask that you read the
> introductory chapter to a book about minority representation in
> special education. The chapter is available athttp://links.jstor.org/sici?sici=0022-2984(199423)63%3A4%3C602%3ATDPO....
> introductory chapter to a book about minority representation in
> You can also find all articles in the on the Google site in the file
> cabinet or on the 'Discussion Forum' page.
>
> The book, published by The Civil Rights Project at Harvard University,
> is a collection of essays by researchers in the field of equity in
> education. The introductory chapter is written by Dan Losen, who is
> also the co-editor of the text. Mr. Losen is a lawyer and former
> teacher, and his publications throughout the field of special
> education are a good introduction to this issue. The reading selected
> here is about 16 "easy" pages.
>
> In addition, here is a more recent article titled Representation of
> Minority Students in Special Education: Complicating Traditional
> Explanations by Alfredo J. Artiles, Janette K. Klinger, and William F.
> Tate as guest editors. The article is available athttp://www.aladin.wrlc.org/Z-WEB/Aladin?req=db&key=ALADINPROXY&url=ht...
> cabinet or on the 'Discussion Forum' page.
>
> The book, published by The Civil Rights Project at Harvard University,
> is a collection of essays by researchers in the field of equity in
> education. The introductory chapter is written by Dan Losen, who is
> also the co-editor of the text. Mr. Losen is a lawyer and former
> teacher, and his publications throughout the field of special
> education are a good introduction to this issue. The reading selected
> here is about 16 "easy" pages.
>
> In addition, here is a more recent article titled Representation of
> Minority Students in Special Education: Complicating Traditional
> Explanations by Alfredo J. Artiles, Janette K. Klinger, and William F.
Tiffany (india) Starke
Jan 21, 2011, 4:16:36 PM1/21/11
to Foundations of Special Education 541
My thoughts and views are based upon my personal experience and the
views expressed by Alfredo Artiles, William Tate, Beth Harry and Mary
Anderson; their articles: Representation of Minority Students in
Special Education: Complicating Traditional Explanations and The
Disprpprtionate Placement of African American Males in Special
academic failure of at-risk minority and African-American students
(boys in particular) continues to be a pervasive dilemna that bombards
urban educators. The overpopulation of these minority students
receiving specialized instruction has the following consequences.
Throughout their educational careers, their low abilities are tracked,
the percentages of school dropouts are increased, and there is a
substantial loss in the predicted pool of talented citizens that will
contribute in our American society.
These students don't just appear overnight. There are many relative
factors that particpate in this disproportionate representation. Some
include poverty, the lack of family values and support, racial
isolation, and cultural obstacles. For the most part, I believe that
cultural aspects such as, the alienation of the African-American male
from "general population" (American society) and the minimally
existent, culturally relevant, academic material in their school
curriculum, that perhaps have the most significant impact on
determining the level of achievement or lack thereof, in these
students.
The African-American male and other minorities are assessed with
complex tools designed to evaluate their knowledge on American culture
and mainstreamed standards. This means that these exams are equipped
with prejudice, setting these students up for failure and great
disappointment. However, the underlined and intended hope of these
exams, is to force people of color to regroup and change their
behavior, values, ethnic language, and academic performance to comply
with that of the "general population." Unfortunately, these tests only
view some minorities as insuffient and their poor school performance
serves for some, as an argument for this position. Hence, we have, our
now altered perception of these students' academic capabilites,
treating them as if they're disabled in some way; not expecting much
of them. What we tend to forget is, like any other student, those of
African-American descent and other minorities are able to sense when
their teacher has given upon them. The counter action is for them is
the formulation of self doubt and loss of desire to prove anyone
wrong. Now, we compile our anedoctal notes, make the SST referrals,
and plea our case to the team. Testing begins and other one bites the
dust. Special Education...here I come. The cycle repeats itself.
African American males being taught at an early age that they are
failures in this American society.
In closing, I ask, when does this humdrum, vicious cycle no longer
exist? How and when does the American society acknowledge these harsh
realities and prejudices that continue to plague the minority children
of our nation? It takes more than one teacher, doesn't it?
(If you can reach one.......teach one!)
> > Posts Due by 5:30pm on January 24th- Hide quoted text -
>
> - Show quoted text -
views expressed by Alfredo Artiles, William Tate, Beth Harry and Mary
Anderson; their articles: Representation of Minority Students in
Special Education: Complicating Traditional Explanations and The
Disprpprtionate Placement of African American Males in Special
Education Programs: A Critique of the Process
As one of many minority educators in the DC Public School System, the
academic failure of at-risk minority and African-American students
(boys in particular) continues to be a pervasive dilemna that bombards
urban educators. The overpopulation of these minority students
receiving specialized instruction has the following consequences.
Throughout their educational careers, their low abilities are tracked,
the percentages of school dropouts are increased, and there is a
substantial loss in the predicted pool of talented citizens that will
contribute in our American society.
These students don't just appear overnight. There are many relative
factors that particpate in this disproportionate representation. Some
include poverty, the lack of family values and support, racial
isolation, and cultural obstacles. For the most part, I believe that
cultural aspects such as, the alienation of the African-American male
from "general population" (American society) and the minimally
existent, culturally relevant, academic material in their school
curriculum, that perhaps have the most significant impact on
determining the level of achievement or lack thereof, in these
students.
The African-American male and other minorities are assessed with
complex tools designed to evaluate their knowledge on American culture
and mainstreamed standards. This means that these exams are equipped
with prejudice, setting these students up for failure and great
disappointment. However, the underlined and intended hope of these
exams, is to force people of color to regroup and change their
behavior, values, ethnic language, and academic performance to comply
with that of the "general population." Unfortunately, these tests only
view some minorities as insuffient and their poor school performance
serves for some, as an argument for this position. Hence, we have, our
now altered perception of these students' academic capabilites,
treating them as if they're disabled in some way; not expecting much
of them. What we tend to forget is, like any other student, those of
African-American descent and other minorities are able to sense when
their teacher has given upon them. The counter action is for them is
the formulation of self doubt and loss of desire to prove anyone
wrong. Now, we compile our anedoctal notes, make the SST referrals,
and plea our case to the team. Testing begins and other one bites the
dust. Special Education...here I come. The cycle repeats itself.
African American males being taught at an early age that they are
failures in this American society.
In closing, I ask, when does this humdrum, vicious cycle no longer
exist? How and when does the American society acknowledge these harsh
realities and prejudices that continue to plague the minority children
of our nation? It takes more than one teacher, doesn't it?
(If you can reach one.......teach one!)
>
> - Show quoted text -
kande9un
Jan 22, 2011, 5:45:49 PM1/22/11
to Foundations of Special Education 541
My first reaction to both of these articles, but specifically the text
by Beth Harry and Mary G. Anderson; The Disproportionate Placement of
African American Males in Special Education: A Critique of the
Process, was a little bit of shock, having only taught in schools that
predominately serve low income African American students, I really did
not know that there was such a disproportionate placement of African
American males into special education. As I read this article the
many points the two authors made and the research they provided really
made a light bulb go off in my head and a realization that perhaps I
was turning a subconscious blind eye to. Although perhaps I haven't
witnessed many students being pushed through the special education
process (as far as testing and labeling goes) I have taught with many
teachers (and taught under some administrators) that seem to exhibit
some of the characteristics that Harry and Anderson discuss on pages
610 - 612 (which I will get to in my post here).
There are many factors that contribute to this disparity in special
education, and many that I hope can be remedied as we continue to
reform our education here in the United States. A key factor for this
disparity seems to stem from teachers. At first special education
placement was used as a way of keeping segregation alive in schools,
after Brown v. Board was passed, but has continued to be used in a
very biased (and perhaps racist) way to weed out the non-conforming
"too active" African American boys. Because many of our teachers are
not being educated on how to approach this multi-cultural, diverse
population we live and teach in, many teachers come into classrooms
with a biased view on how the classroom should run, what their
students should act like, talk like and think like, and what they
should learn. When presented with diverse students that do not fit
their molds, they then try to conform them to fit into their ideal
student, and teach them a curriculum that does not make sense or is
not relevant to their lives. When this conformity does not happen,
big surprise, they start to point the finger, instead of looking
inward on what they could do differently to perhaps understand the
student, the behavior and/or the cultural norms that the student is
coming to school with everyday. Instead of reflecting on their own
practice, the teacher refers the student to be tested, and at this
point, the student is on a dead end road to being labeled and the rest
is history.
This leads us to another factor that contributes to this disparity---
the biased tests! Even if a teacher is self reflective and tries to
intervene, or teach a diverse curriculum, differentiate instruction
etc. but still ends up referring the student, the student is then
subjected to the testing process. And as Harry and Anderson state in
their article, "the testing process, not the pre-referral
interventions, determines the final decision regarding special
education placement (613)." Basically, the test will be the deciding
factor for this students' future in education, and unfortunately the
test has not proved to be a valid way to decide whether or not a
student truly is eligible for or in need of special education
services.
This disparity is unfair to the African American Male population and
also detrimental to their future and their attempts to becoming a
responsible and contributing member of society. It is evident that
many things need to change and be reformed in education to help stop
this disparity from continuing. One solution, although not
specifically mentioned in this article, would be to prepare our
teachers to teach in diverse and multi-racial and multi-cultural
classrooms, where all learners are supported (this would be evident in
the methods and strategies of instruction). The curriculum taught in
schools also needs to change, so that what is being taught is
rigorous, relevant and applicable to all learners, and so that
learning is preparing all students for the real world. Finally I
agree with what Harry and Anderson suggest in #4, the special
education testing and assessment process truly needs to be reformed to
meet the needs of all students, despite their gender, race and/or
cultural backgrounds. As stated in the article, the testing needs to
inform our instruction, and not be focused on placing students onto
tracks or into boxes that they can never get out of. And when special
education testing needs to be done, it should be looking more at how
students process and go about learning than looking solely at an end
product or answers on a test.
So, how long will this take? Are these reforms happening already? If
not, when will they start?
I think, for myself, reading this article and looking at these
depressing statistics, I need to think locally and be self reflective
with my instruction and outlook on my students and class. I need to
make sure that I am being the best teacher I can be, and reaching all
of my students where they are to meet their needs!
Like Tiffany says, if we can just reach one, teach one!
On Jan 21, 4:16 pm, "Tiffany (india) Starke" <teacherzp...@gmail.com>
wrote:
> > - Show quoted text -- Hide quoted text -
by Beth Harry and Mary G. Anderson; The Disproportionate Placement of
African American Males in Special Education: A Critique of the
Process, was a little bit of shock, having only taught in schools that
predominately serve low income African American students, I really did
not know that there was such a disproportionate placement of African
American males into special education. As I read this article the
many points the two authors made and the research they provided really
made a light bulb go off in my head and a realization that perhaps I
was turning a subconscious blind eye to. Although perhaps I haven't
witnessed many students being pushed through the special education
process (as far as testing and labeling goes) I have taught with many
teachers (and taught under some administrators) that seem to exhibit
some of the characteristics that Harry and Anderson discuss on pages
610 - 612 (which I will get to in my post here).
There are many factors that contribute to this disparity in special
education, and many that I hope can be remedied as we continue to
reform our education here in the United States. A key factor for this
disparity seems to stem from teachers. At first special education
placement was used as a way of keeping segregation alive in schools,
after Brown v. Board was passed, but has continued to be used in a
very biased (and perhaps racist) way to weed out the non-conforming
"too active" African American boys. Because many of our teachers are
not being educated on how to approach this multi-cultural, diverse
population we live and teach in, many teachers come into classrooms
with a biased view on how the classroom should run, what their
students should act like, talk like and think like, and what they
should learn. When presented with diverse students that do not fit
their molds, they then try to conform them to fit into their ideal
student, and teach them a curriculum that does not make sense or is
not relevant to their lives. When this conformity does not happen,
big surprise, they start to point the finger, instead of looking
inward on what they could do differently to perhaps understand the
student, the behavior and/or the cultural norms that the student is
coming to school with everyday. Instead of reflecting on their own
practice, the teacher refers the student to be tested, and at this
point, the student is on a dead end road to being labeled and the rest
is history.
This leads us to another factor that contributes to this disparity---
the biased tests! Even if a teacher is self reflective and tries to
intervene, or teach a diverse curriculum, differentiate instruction
etc. but still ends up referring the student, the student is then
subjected to the testing process. And as Harry and Anderson state in
their article, "the testing process, not the pre-referral
interventions, determines the final decision regarding special
education placement (613)." Basically, the test will be the deciding
factor for this students' future in education, and unfortunately the
test has not proved to be a valid way to decide whether or not a
student truly is eligible for or in need of special education
services.
This disparity is unfair to the African American Male population and
also detrimental to their future and their attempts to becoming a
responsible and contributing member of society. It is evident that
many things need to change and be reformed in education to help stop
this disparity from continuing. One solution, although not
specifically mentioned in this article, would be to prepare our
teachers to teach in diverse and multi-racial and multi-cultural
classrooms, where all learners are supported (this would be evident in
the methods and strategies of instruction). The curriculum taught in
schools also needs to change, so that what is being taught is
rigorous, relevant and applicable to all learners, and so that
learning is preparing all students for the real world. Finally I
agree with what Harry and Anderson suggest in #4, the special
education testing and assessment process truly needs to be reformed to
meet the needs of all students, despite their gender, race and/or
cultural backgrounds. As stated in the article, the testing needs to
inform our instruction, and not be focused on placing students onto
tracks or into boxes that they can never get out of. And when special
education testing needs to be done, it should be looking more at how
students process and go about learning than looking solely at an end
product or answers on a test.
So, how long will this take? Are these reforms happening already? If
not, when will they start?
I think, for myself, reading this article and looking at these
depressing statistics, I need to think locally and be self reflective
with my instruction and outlook on my students and class. I need to
make sure that I am being the best teacher I can be, and reaching all
of my students where they are to meet their needs!
Like Tiffany says, if we can just reach one, teach one!
On Jan 21, 4:16 pm, "Tiffany (india) Starke" <teacherzp...@gmail.com>
wrote:
Drew Smith
Jan 23, 2011, 3:49:52 PM1/23/11
to Foundations of Special Education 541
After reading, "The Disproportionate Placement of African American
Males in Special Education: A Critique of the Process", by Beth Harry
and Mary G. Anderson I was not surprised by the fact that African
American students have been placed in Special Education programs at a
higher rate than other races throughout American history (based on
racism that continues to affect so many aspects of American life).
However, I was truly shocked that this was this first time I have read
any research regarding it (I have been studying education for about 5
years too!).
After reading both articles and with an understanding of racial
segregation in this country, I think there is combination of racism
and poverty that has lead to this overrepresentation of minorities in
special education. Even when it was no longer legal to racially
segregate students, I do feel that many so-called educators and
politicians found other means to separate students, "special
education" classes being one of them. Beyond that, poverty, and the
fact the many low-income students do not have access to academic
material at young ages makes it easier to suggest that students do not
have the ability, when in reality, they simply have not had the
practice.
On page 606, in Harry and Anderson's article, the two central
consequences of this overrepresentation are detailed to clearly
portray the disservice our public schools are doing to African
American males. The placement of students in special education
programs creates "the stigma attached to being disabled and the likely
detrimental outcome of being removed from the mainstream of
education." As we study high school graduation rates and percentage
of students attending further education, we cannot overlook the fact
that we are decreasing the likelihood of both by placing so many young
African American males on a separate track at very young ages. By
putting these students in separate classrooms with separate materials
will only go as far to discourage and certainly not motivate.
Lastly, the case of Lora et. al v. Board of Education of New York
(1975), goes to show that our assessment practices throughout history
have been skewed to favor those in the majority (and still are to this
day). African American students were being classified at a much
higher rate as SED based on their verbal styles, not on their mental
health. The court found that the tests were discriminative and forced
a "retraining of teachers in nondiscriminatory assessment
procedures." As we move forward I think that it is crucial to
remember that our assessments are designed to provide insight in a
specific child, not every child. I feel that as our assessments
improve along with a better understanding of cultural differences in
low income communities, we can do a better job of providing all
students with the necessary means to succeed.
- Drew
Males in Special Education: A Critique of the Process", by Beth Harry
and Mary G. Anderson I was not surprised by the fact that African
American students have been placed in Special Education programs at a
higher rate than other races throughout American history (based on
racism that continues to affect so many aspects of American life).
However, I was truly shocked that this was this first time I have read
any research regarding it (I have been studying education for about 5
years too!).
After reading both articles and with an understanding of racial
segregation in this country, I think there is combination of racism
and poverty that has lead to this overrepresentation of minorities in
special education. Even when it was no longer legal to racially
segregate students, I do feel that many so-called educators and
politicians found other means to separate students, "special
education" classes being one of them. Beyond that, poverty, and the
fact the many low-income students do not have access to academic
material at young ages makes it easier to suggest that students do not
have the ability, when in reality, they simply have not had the
practice.
On page 606, in Harry and Anderson's article, the two central
consequences of this overrepresentation are detailed to clearly
portray the disservice our public schools are doing to African
American males. The placement of students in special education
programs creates "the stigma attached to being disabled and the likely
detrimental outcome of being removed from the mainstream of
education." As we study high school graduation rates and percentage
of students attending further education, we cannot overlook the fact
that we are decreasing the likelihood of both by placing so many young
African American males on a separate track at very young ages. By
putting these students in separate classrooms with separate materials
will only go as far to discourage and certainly not motivate.
Lastly, the case of Lora et. al v. Board of Education of New York
(1975), goes to show that our assessment practices throughout history
have been skewed to favor those in the majority (and still are to this
day). African American students were being classified at a much
higher rate as SED based on their verbal styles, not on their mental
health. The court found that the tests were discriminative and forced
a "retraining of teachers in nondiscriminatory assessment
procedures." As we move forward I think that it is crucial to
remember that our assessments are designed to provide insight in a
specific child, not every child. I feel that as our assessments
improve along with a better understanding of cultural differences in
low income communities, we can do a better job of providing all
students with the necessary means to succeed.
- Drew
Eleanore Tiehen
Jan 23, 2011, 5:34:17 PM1/23/11
to Foundations of Special Education 541
As evidenced in both articles, there are several key contributing
factors to the overrepresentation of minorities in special education.
Racism, poverty, and the misguided teaching styles of teachers
contribute to the disproportionate numbers of minorities in special
education. Although laws and procedural guidelines are in place to
test and place students appropriately, the laws and guidelines are not
being used with fidelity and accountability is not readily apparent.
Harry and Anderson’s article provided me with a clear wake-up call in
their mention that the predominately white, female teacher population
lacks the cultural knowledge and understanding of how to teach and
reach the African American male population. There is a clear cultural
disconnect between the teacher and student which contributes to the
of disability, it in effect created an outlet for removing students
from the general education setting and thus led to a different form of
segregation. With the passage of NCLB in 2001, a new set of
standards, tests, and accountability was put in place to protect all
students. By creating a set of common standards for all, the bill
aims to close the achievement gap and requires schools to focus
attention on minority student populations, including students in
special education, low-income, and English language learners.
Solutions include more thorough teacher education classes in the
intricacies of special education, but also more cultural diversity
education. In addition to more education and professional
development, teachers need more open and honest communication with
parents. Parents and teachers working together before the special
education process can provide support to the student in the general
education classroom.
factors to the overrepresentation of minorities in special education.
Racism, poverty, and the misguided teaching styles of teachers
contribute to the disproportionate numbers of minorities in special
education. Although laws and procedural guidelines are in place to
test and place students appropriately, the laws and guidelines are not
being used with fidelity and accountability is not readily apparent.
Harry and Anderson’s article provided me with a clear wake-up call in
their mention that the predominately white, female teacher population
lacks the cultural knowledge and understanding of how to teach and
reach the African American male population. There is a clear cultural
disconnect between the teacher and student which contributes to the
overrepresentation of minorities in special education.
While IDEA was created with the intention to educate all, regardless
of disability, it in effect created an outlet for removing students
from the general education setting and thus led to a different form of
segregation. With the passage of NCLB in 2001, a new set of
standards, tests, and accountability was put in place to protect all
students. By creating a set of common standards for all, the bill
aims to close the achievement gap and requires schools to focus
attention on minority student populations, including students in
special education, low-income, and English language learners.
Solutions include more thorough teacher education classes in the
intricacies of special education, but also more cultural diversity
education. In addition to more education and professional
development, teachers need more open and honest communication with
parents. Parents and teachers working together before the special
education process can provide support to the student in the general
education classroom.
Emily Machado
Jan 24, 2011, 5:20:06 PM1/24/11
to Foundations of Special Education 541
What do you feel are the key contributing factors to the over-
representation of minorities in special education?
As Artiles, Klinger and Tate (2006) state, “a limited view of culture
representation of minorities in special education?
and its role in special reducation represents a missed opportunity to
shed light on enduring issues related to disproportionate
representation, such as the role of racism, structural discrimination,
and alternative understandings of disability and human
development” (4). I believe that implicit cultural biases, ones that
we may not even be aware of in our roles as educators, lead to the
over-representation of minorities in special education. As an ELL
teacher, I am constantly trying to evaluate and become aware of my own
cultural predispositions and biases. For example, many of my students
come from cultures where linear storytelling is not strongly valued.
I may mistake a student’s “unclear” explanation or retelling of a book
as muddled or demonstrating a lack of understanding. In reality, my
students are telling a perfectly relevant and organized story---just
not one that fits with western linguistic practices.
Despite the amount of attention that I pay to trying to identify my
own biases, I know that I have many more like the one I just
described. It is no surprise, then, that these cultural biases
permeate education, from teachers to administrators to test-creators,
especially those without training or discussion of working with
multicultural students. I was particularly struck when reading about
how the “high physical activity level of African American boys” can
cause referrals to special education, likely because educators are not
aware of this cultural trend.
Are there particular policies or law that appear to have affected this
trend?
representation of minority students in special education. Because
IDEA outlines “a discrete number of disabilities” that can receive
special education services, it seems logical that students would be
grouped into broad categories rather than receiving the specific
services that they need (Harry and Anderson, 1994, p. 607). It seems
like by classifying these students as “disabled,” educators were given
an opportunity to exclude them from the general education curriculum
rather than give them the extra assistance that they need to access
it.
What recommendations or solutions seem to make sense to you?
article that seemed to make sense. In particular, the idea to “label
services rather than students” really resonates with me. As an ELL
teacher, I provide a variety of services to students and often include
special education students and general education students in my
groupings. It seems silly to designate who can receive what services
when flexible groupings would allow all students, even those in
general education, to get the extra support that they need.
I also agree with Harry and Anderson’s suggestion to “direct
restructuring efforts toward the creation of a unified educational
system” (p. 615). I already teach for part of my day in an inclusion
model, and would love to work as a full-time co-teacher. If I could
spend the whole day in the classroom with my students, I could provide
a greater variety of services and spend more time with each student.
> For our first "read and respond" type forum, I ask that you read the
> introductory chapter to a book about minority representation in
> special education. The chapter is available athttp://links.jstor.org/sici?sici=0022-2984(199423)63%3A4%3C602%3ATDPO....
> introductory chapter to a book about minority representation in
> You can also find all articles in the on the Google site in the file
> cabinet or on the 'Discussion Forum' page.
>
> The book, published by The Civil Rights Project at Harvard University,
> is a collection of essays by researchers in the field of equity in
> education. The introductory chapter is written by Dan Losen, who is
> also the co-editor of the text. Mr. Losen is a lawyer and former
> teacher, and his publications throughout the field of special
> education are a good introduction to this issue. The reading selected
> here is about 16 "easy" pages.
>
> In addition, here is a more recent article titled Representation of
> Minority Students in Special Education: Complicating Traditional
> Explanations by Alfredo J. Artiles, Janette K. Klinger, and William F.
> Tate as guest editors. The article is available athttp://www.aladin.wrlc.org/Z-WEB/Aladin?req=db&key=ALADINPROXY&url=ht...
> cabinet or on the 'Discussion Forum' page.
>
> The book, published by The Civil Rights Project at Harvard University,
> is a collection of essays by researchers in the field of equity in
> education. The introductory chapter is written by Dan Losen, who is
> also the co-editor of the text. Mr. Losen is a lawyer and former
> teacher, and his publications throughout the field of special
> education are a good introduction to this issue. The reading selected
> here is about 16 "easy" pages.
>
> In addition, here is a more recent article titled Representation of
> Minority Students in Special Education: Complicating Traditional
> Explanations by Alfredo J. Artiles, Janette K. Klinger, and William F.
Stephanie Gunter
Jan 24, 2011, 5:24:32 PM1/24/11
to foundations-of-spe...@googlegroups.com
I was not surprised by the fact that there was an overwhelming population of African American males classified as special education as described in the article " The Disproportionate Placement of African American Males in Special Education Programs: Critique of the Process". However, I did find it interesting how the article broke down the process in which one is deemed to qualify for services and how referral process was biased. One of the things that struck me was the simple fact that in many cases, there is not a clear understanding of what the various diagnosis means across the country. Throughout the part of the article where they discuss the implications of various disabilities, they consistently highlighted the fact that various disabilities "mean different things to different people".
This was interesting to me because, even though I did have the opportunity to take a course during my undergraduate career that focused on teaching a diverse population, during my first year, I still struggled with whether or not a student is needing special services or just lacked the exposure to specific skills. I believe in this age where teaching is heavily based on assessments and the evident growth of students through assessments, many times, a teacher is more willing to think that its something wrong with the child and not the instruction. Since there is not a clear definition. What truly makes an LD student? How long should you continue to try and implement new strategies before you refer a student to special education, should it be 6 weeks, 3 months? I think because these questions are not easily defined, many children are loosing.
I believe that NCLB contributed heavily to the over representation as well as the under representation of students in Special Education. Specifically because while teachers are using special education as a way to "save face", or sad but true, get rid of a behavior problem, principals are also, because of NCLB, trying to limit their testing special education population, leaving some students who should infact actually need services without.
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