Stratification.
Stratification is essentially the ranking of individuals within a hierarchy based on the structures present in a functioning society. Sullivan and Artiles (2011) define stratification as "the patterned and differential distribution of resources, life chances, and costs / benefits among groups of the population" (p 1529). One's rank on this hierarchy determines one's quality of life and opportunities in relation to the structures and the groups these structures serve.
Literature Review
Overrepresentation and Segregation of Racial Minorities in Special Education.
According to the research, there are much higher rates of overrepresentation of minorities in what is known as high-incidence categories, such as learning disabilities, emotional disabilities, and mental retardation (Sullivan & Artiles, 2011).
Sullivan and Artiles (2011) state that "these categories are regarded as the most subjective of the educational disabilities due to the reliance on professional judgment in identification as opposed to physical markers or medical diagnoses" (p 1527).
These more subjective categories become major sources of disporportionality because they rely so heavily on comparison to others in determining the presence of abnormalities (Anyon, 2009). As such, these categories are the most dominate in terms of how they "serve particular interests of individuals, institutions, and society" (Anyon, 2009, p 46). Essentially, these more mild categories of learning disabilities and conditions have invoked a strong negative response from researchers as tools for the further subjugation of racial groups here in a contemporary American society. This leads Blanchett (2010) to posit that "the American educational system has used mild disability special education categories to sort students on the basis of perceived disability, race, culture, language, and social class."
The general consensus in the discourse today is that minorities are much more represented in special education programs than their white counterparts. Various studies have focused on which particular minority group tends to be overrepresented in more specific areas. For example, African-American students are most often overrepresented in mental retardation and emotional disorders, where as Native American students have more issues with learning disabilities, and Latino and Asian students are often found to actually be underrepresented in these high-risk categories (Sullivan & Artiles, 2011). Not only do Native Americans face issues of being a minority group, they suffer from some of the worst cultural discrimination and misunderstandings, which makes life for students in special education programs even more difficult with fewer resources in small districts (O'Connell, 1987). Still, African-American students tend to have the worst overrepresentation in these subjective categories. Oswald et al. (1999) show that nationally, African-American students made up 16% of the student population in 1990, but over 21% of the student population in special education programs. This is clearly a disproportionate number when compared to general population of school districts across the country. Additional research conducted by Patton (1999) shows that African-American males are the worst minority group hit and make up the largest majority of minority students enrolled in special education programs. Research conducted by Ladner and Hammons (2006) shows that "in Virginia. African-Americans represent 20% of the state's population but 28% of its special education students, including 51% of those labeled educable mentally retarded" (p 86). There definitely needs to be better cultural considerations for students within the African-American minority group (Hollins & Spencer, 1990). Additionally, several studies have related a growing trend in minority poverty rates as being correlated with increasing overrepresentation in special education programs. Here, MacMillan and Reschly (1998) suggest that mental retardation rates in African-American students were seen to raise in correspondence with rising poverty rates for the minority group.
Gaps in Prior Research.
Unfortunately, there are clear gaps in the contemporary discourse that make this phenomenon still very much perplexing to researchers and potentially damaging to students. The research as a whole is generally incomplete, failing to look at more comprehensively at how regional and category patterns transcend into the larger shared problem. Studies examining the issue have previously been very limited, focusing on a specific concept rather than making larger assumptions that may help push towards reform of special education programs on a larger scale (Sullivan & Artiles, 2011).
Moreover, more recent studies show that not all minority groups have been studied in the same extent of detail. African-American students have been the predominate focus of prior research; however, this has left significant gaps in the understanding of how other minorities stand in the situation (Sullivan & Artiles, 2011). Most prior research focuses on understanding risk ratios and how they...
" According to Patton (1998) the overrepresentation of African-American children in special education programs that are intended for students that have serious emotional or behavioral disorders, learning disabilities, and mental disabilities has continued to be a problem even though many researchers have recognized the problems that have occurred as a result of such overrepresentation. In fact there is exhaustive amounts of literature that explains the "causal factors that range from failure
Overrepresentation of Minorities Special Education Overrepresentation of Minorities in Special Education The national debate over special education has no easy answers. On one hand, many parents of affected children want more resources catering to their children's special needs. However, the 'mainstreaming' movement, which was and is supported by many parents, stresses the need to place children in the least restrictive environment possible. There is clearly a need to balance placement in special
Special Ed Disproportionate Representation of Minorities in Special Education Special Education is intended to function as a powerful resource for giving extra attention, assistance and educational resource to those with severe and irreparable learning deficiencies. However, there is also a danger that situational learning deficits may be perceived as deficiencies, leading to the incorrect classification of young students as special needs. Where improperly classified, the results to one's learning potential and academic
Research Questions The questions that follow will guide the study. By responding to these two questions, the study will have addressed the problem cited in the problem statement and at the same time achieved the purpose of the study: 1). What perceptions are held by school administrators as regards the influence that cultural difference has on the placement of students in the special education programs? 2). what theme informs the perceptions held by
This study has noted that educators are noting better methods to assist these students rather than placing them in special education classes which fail to assist these students in school or across the span of their lifetime endeavors. RECOMMENDATIONS Recommendations arising from this review of literature in this study include the recommendation that different methods be utilized in assisting culturally and linguistically diverse students in the school setting. Among these methods
education and the usual plight of special education students, both identified and yet-to-be identified, the role of the educational diagnostician is one of great import and significance. Known by several different names, the educational diagnostician is charged with the diagnosing and identification of leaning problems. The focus of this report will be the work of the educational diagnostician in the elementary school system and framework. In addition to the
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