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REPRESENTATION IN Samantha
Bowman
SPECIAL EDUCATION
INTRODUCTION
Other Factors
National origin
Socioeconomic status
Gender
Sexual orientation
English proficiency
Language
Poverty
Assessment practices
Systemic issues
Professional development opportunities for teachers
HOW DOES IT HAPPEN?
EMSTAC*
PASSAGES ON MINORITIES
FROM IDEA, 2004
As the number of minority students in special education increases, the number of
minority teachers and related services personnel produced in colleges and
universities continues to decrease.
Studies have found that schools with predominantly White students and teachers
have placed disproportionately high numbers of their minority students into special
education.
The opportunity for full participation by minority individuals, minority organizations,
and Historically Black Colleges and Universities in awards for grants and contracts,
boards of organizations receiving assistance under this title, peer review panels, and
training of professionals in the area of special education is essential to obtain
greater success in the education of minority children with disabilities.
More minority children continue to be served in special education than would be
expected rom the percentage of minority students in the general school population.
Section 1412 of IDEA 2004 includes two new subsections that will be of interest to
parents and teachers. Subsection (24) about Over -identification and
Disproportionality focuses on preventing schools from over -identifying children with
disabilities by race and ethnicity. Subsection (25) prohibits school district personnel
from requiring children from taking medication as a condition of attending school,
being evaluated, or receiving special education services.
Americas ethnic profile is rapidly changing. In 2000, 1 of every 3 persons in the
United States was a member of a minority group or was limited English proficient.
Minority children comprise an increasing percentage of public school students.
Greater efforts are needed to prevent the intensification of problems connected with
mislabeling and high dropout rates among minority children with disabilities.
BEST PRACTICES IN ASSESSMENTS