Wait, It Gets Worse If You Are Poor And Black
Special education, when done properly, addresses specific needs of a child with disabilities. A child with disabilities is entitled to an Individualized Education Program that comes with both accomodations and interventions that address a child's challenges. Making special education synonymous with lower expectations is simply wrong. The notion that minority children are often assigned to special education is likewise quite common. Indeed, proportionally, there are more black children (15%) identified as disabled than white children (13%). Such overestimation coupled with the view that special education is some way of segregation can therefore lead to the conclusion that expectations for minority children are now further lowered. Two wrongs obviously do not make one right. Children with disabilities need to be both identified and helped. Clearly, good data is essential in order to gauge correctly the situation so that what is wrong can be addressed and properly rectified.
Minority children are in fact less likely to be identified with a learning disability. Such conclusion can only be reached if all factors are considered. Paul Morgan and coworkers have done such research and their main finding is this: Given two children, one white, the other a minority, both with similar socioeconomic status, school factors, and test scores, the white child is more likely to be assigned to an individualized education program (IEP):
|Above copied from|
Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools
Paul L. Morgan, George Farkas, Marianne M. Hillemeier, SteveMaczuga
First published date: August-27-2017