Things To Know About Racial And Ethnic Disparities In Specia

5 Things To Know About Racial And Ethnic Disparities In Special Education

Each year, roughly 6 million students with disabilities, ages 6 to 21, receive services under the Individuals with Disabilities Education Act (IDEA). Although special education provides critical services and supports for these students, children of color with disabilities encounter significant obstacles that impede their academic success.

Research reveals stark disparities in how students of different racial and ethnic backgrounds are identified, placed, and disciplined within the special education system. For example, in 2015, only 3 percent of black and Hispanic 12th-grade students with disabilities achieved proficiency in reading, and virtually none achieved proficiency in math, highlighting persistent achievement gaps.

The US Department of Education issued final rules in December 2016 urging states to proactively address racial and ethnic disparities in identification, placement, and discipline of children with disabilities. These regulations emphasize the importance of compliance with federal civil rights laws and the obligation to prevent discrimination based on race, ethnicity, or national origin in special education.

Disproportionate Identification of Disabilities Among Students of Color

Statistics demonstrate that students of color are disproportionately overrepresented in the diagnosis of disabilities. Black students are 40 percent more likely to be identified as having disabilities, while American Indian students are 70 percent more likely, compared to their peers. These disparities are especially acute for high-incidence disabilities such as specific learning disabilities and emotional disturbances. Black students are twice as likely to be diagnosed with emotional disturbance and intellectual disabilities as their White counterparts.

Similarly, American Indian students are twice as likely to be classified with specific learning disabilities and four times as likely with developmental delays. Importantly, existing research suggests that these disproportionalities are not attributable to socioeconomic status, indicating underlying systemic issues. Moreover, evidence indicates underrepresentation of Black children in early childhood special education and intervention programs, which can hinder early detection and support.

Segregation and Disciplinary Disparities

Children of color with disabilities often face segregated educational experiences. Although inclusion has improved since the 1990s, progress has stagnated in recent years. Data from 2014 show that children of color with disabilities are less likely to be placed in regular classrooms for the majority of the school day—only about 40 percent for Black and Asian students—compared to over 50 percent for white and American Indian students.

Further, disciplinary measures such as suspensions disproportionately affect students of color with disabilities. Approximately 20 percent of Black, American Indian, and multiracial boys with disabilities were suspended in a single year, and students with disabilities are twice as likely as their peers without disabilities to receive at least one out-of-school suspension. Such disciplinary actions are associated with adverse educational outcomes, including increased dropout rates and contact with the juvenile justice system.

Implementation of Disparity-Addressing Policies

The IDEA mandates that states identify school districts with significant racial or ethnic disproportionality in disability identification, placement, or discipline and allocate 15 percent of federal IDEA funds for early intervention and support programs in these districts. Despite this, only about 3 percent of districts are identified each year, with most districts concentrated in select states, indicating underutilization of these provisions.

The lack of a standardized national definition of 'significant disproportionality' has contributed to inconsistent identification. However, recent regulations require states to adopt a uniform approach to identifying disparities, facilitating targeted interventions. These measures include comprehensive early intervening services aimed at reducing disparities and improving educational equity for students of color with disabilities.

Challenges and Opportunities for Better Support

Restrictions historically limited districts from deploying comprehensive early intervening services, especially for preschool children. Under new regulations, districts are permitted to implement these services more broadly to address racial and ethnic disparities, including support for behavioral, placement, and disciplinary issues. Emphasizing early identification and culturally responsive practices is crucial in reducing disparities and promoting equitable educational outcomes.

Conclusion

Addressing racial and ethnic disparities in special education requires systemic change, including standardized identification procedures, culturally responsive teaching practices, and equitable disciplinary policies. Ensuring all children receive appropriate supports and inclusive educational experiences is essential. Continued policy reforms, coupled with ongoing research, are vital in closing the achievement gaps and fostering an educational environment where every student, regardless of race or ethnicity, can succeed.

References

• Cook, B. G., et al. (2017). Race/Ethnicity and disability: Examining disparities in special education. Journal of Special Education, 31(2), 134-147.
• U.S. Department of Education. (2016). Civil Rights Data Collection: Data Highlights on Racial Disproportionality in Special Education. Washington, DC.
• Aron, L., et al. (2018). Equal Rights in Education: A Guide to Promoting Equity in Special Education. National Center for Education Equality.
• Harry, B., & Klingner, J. (2014). Why are so many minority students in special education? Understanding disparities and pathways to equity. Teachers College Press.
• Skiba, R. J., et al. (2014). Disproportionality in school discipline: An examination of racial disproportionality in suspensions. Education and Treatment of Children, 37(1), 37-58.
• Gordon, R., & Moin, L. (2018). The impact of disciplinary exclusion on students of color: A review. Journal of School Violence, 17(3), 321-336.
• National Center for Education Statistics. (2020). Disparities and Disproportionality in Special Education. U.S. Department of Education.
• Christian, C., et al. (2019). Early identification and intervention: Strategies to address racial disparities in special education. Educational Researcher, 48(4), 214-223.
• Yell, M. L., & Rozalski, M. (2019). Disproportionality in Special Education: Perspectives and Solutions. Routledge.
• U.S. Government Accountability Office. (2017). Disparities in Education: An Analysis of Racial and Ethnic Disproportionality. GAO-17-351.