Inequity in Special Education Thomas Grant Lucy Morehouse Charlotte Martinez Kristen Bernert Megan James

History “ When we entered racist, desegregated white schools we left a world where teachers believed that to educate black children rightly would require a political commitment. Now we were taught mainly by white teachers whose lessons reinforced racist stereotypes.” -bell hooks

History Continued In the four years following Brown vs. Board of Education, 30,000 black teahers had lost their jobs, a fact researchers attributed to desegregation and prejeduice. In a 1998 study found that cities with the highest percentage of white teachers had the highest percentage of black students identified as “special”.

Common Reasons Advanced for Over Representation of African American Student in Special Education Teacher expectations Cultural Differences Economic Factors Placement and testing procedures Parent education and involvement

Current White, middle class is the dominant culture, so it defines the norms for society and school. Students from poorer familes struggle more in school.

Current The non-power culture may not know when or how to advocate for their children’s success. Poorer families do not have the money or access to private, specialized schools.

Current Access to mental and physical healthcare is not equitable. African American households, in general, have greater poverty and less education than Caucasian households.

Current School psychologists surveyed mentioned that many African American parents’ inferior intellect was passed down to their children. -African American Student Representation in Special Education Programs

Costs Socioeconomic inequity Economic gaps widen Racial disparity continue Segregation

Common Misinterpretations Student calls-outIn student’s culture it’s acceptable to interrupt Student is defiant because he/she questions authority Student is an advocate for his/her self Student has comprehension issues (LD) Student uses non-linear storytelling Student’s swearing is disrespectful It’s acceptable language usage at home Student has literacy problems (LD) Culturally non-grammatical language / Ebonics Student is confrontationalStudent is assertive MisinterpretationTruth

What can we do? Local: Conduct a system wide analysis of students referred though the process, and find out in what areas students of color qualify. State: Compare school data found in the analysis to averages in schools around the country. What is being done nationally? National: Recruit culturally diverse people into the teaching profession, and then educate them in multicultural practices.

What are the risks? Children will fall through the cracks, because of teachers fear of referring students. The referral time will take a very long time. Students will have to wait for services.