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Disproportionality

Seminar in Issues in Special Education

Kelsey Ramirez

University of Hawaii Manoa

Introduction
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A current issue in special education is disproportionate representation in special

education. Many researchers have analyzed overrepresentation and underrepresentation of

subpopulations (e.g., ethnicity/race, gender, language, disability) in special education and the

potential negative affects it has on students. Underrepresentation is an issue because students

with disabilities are not being identified and are not receiving appropriate services.

Overrepresentation is also problematic because students are receiving labels that might not be

appropriate, and this may lead to false impressions of a childs intelligence and academic

potential. Black (2010) believes that there are negative effects to underrepresentation of students

of different subgroups in special education. For example girls undiagnosed and untreated for

Attention Deficit Disorder (ADD) or Emotional Behavioral Disorder (EBD) are at greater risk

for suicide. Research by Dyches and Prater (2010) suggests that students are being over

identified with disabilities. They believe this is due to an improved understanding of diagnosis

and increased financial support given to schools for classifying students regardless if they truly

have a disability, provided by government. Clearly the issue of disproportionality affects

educators, administrators, parents, and the students. Educators, administrators, and parents need

to be aware of these inconsistencies so that appropriate procedures can be implemented to

resolve the inequity. Students over- and under-represented in special education are not having

their needs met and are being wrongfully labeled. Every child deserves an appropriate

education; therefore disproportionality shows areas of improvement for out education system.

Summary/Literature Review

In Can Underidentification Affect Exceptional Learners? Black (2010) states that we must

consider the current assumptions about special education in order to understand issues about
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disproportionality. Special education is assumed to be undesirable, ineffective, stigmatizing,

and educationally inferior. According to Black (2010), children with Emotional and Behavior

Disorders (EBD) are underrepresented and under identified. Students with EBD who are

compliant and nonaggressive are not being referred for services although they might suffer from

depression, anxiety, school phobia, or social isolation. This is an issue because students are

being diagnosed with EBD at 14 or 15 years old, which is well after early intervention, would

have made a substantial positive impact. Black (2010) also explains that girls are being under

identified for special education services. For example, girls with EBD are often anxious,

depressed, and internalize their feelings. There are non-aggressive behaviors, which often results

in these girls being overlooked. This is problematic because research shows that girls

undiagnosed and treated for ADD or EBD, are at great risk for truancy, teen pregnancy,

criminality, and suicide. Although there has been an increase in students diagnosed with Autism

Spectrum Disorder (ASD), there continues to be a problem in under identification of elementary

students with high functioning ASD. Students are diagnosed with Aspergers Syndrome at a later

age or not at all. Although their academic performance is not adversely affected, due to their

social difficulties, these individuals are in need of intervention (Black 2010) Often their social

needs are overlooked due to their intellectual functioning, academic performance, and language

skills. Black (2010) states, students of all ethnicities from second language backgrounds are

underrepresented in special education programs. A study found that ELL students were

underrepresented in special education grades K-5, and overrepresented in Grades 6-12. This

leads us to believe that elementary grade students with limited English proficiency language

skills need specialized instruction. If increased special education referrals are not the answer,

there continues to be a question of what schools should do to address this issue. Lastly, Black
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(2010) addresses under identification and intervention issues by describing Response to

Intervention (RTI). RTI was created to in response to the over identification and under

identification of minority subgroups. Data from a universal screener, progress monitoring, and

specific interventions is used to make placement decisions and to identify specific needs.

In the article Politics, Civil Rights, and Disproportional Identification of Students with

Emotional and Behavioral Disorders, Kauffman and Landrum (2009) state that civil rights

should not be linked with the disproportionality issues in special education. linking civil

rights has become common, primarily in the logic and language of appeals for the full inclusion

of all students with disabilities. (Kauffman & Landrum, 2009) The article points out that the

comparison leads to inappropriate use of language, for example segregation is sometimes used

in the conversation about special education. This is inappropriate because students are not

segregated due to race or disability in special education. Kauffman and Landrum (2009) also

believe that linking civil rights to special education supports the claim that ethnic identity as

something equally as important as disability for instructional purposes. They also believe that

the nature and degree of a childs difference is always either important or unimportant which

perpetuates this all or nothing mentality. Another misconception when linking civil rights to

special education, is that the solution for discrimination of race/ethnicity and disabilities is the

same. This is false because education for exceptional children must be differentiated from that

of general education. It is most important to state that in both language and logic the conceptual

differences between civil rights of student with disabilities and those of other groups and the

conceptual and practical differences between civil rights in education and in other aspects of life.

(Kauffman & Landrum, 2009) Data also indicates students with EBD are under identified for

special education and many children with EBD do not have their needs addressed. Only 20% of
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children and youth with such disorders are identified and receive special education or other

mental health treatment. Authors also state that African Americans students are the most

disproportionally overrepresented group in special education for students with EBD. Teaching

all students effectively in the general education classroom and neighborhood school is not

genuinely possible. (Kauffman & Landrum, 2009) Kauffman and Landrum (2009) believe

concern is heightened when the civil rights or students with disabilities are the same of those

ethic groups and require the same remedy.

Dyches and Prater (2010) believe that overrepresentation is an issue across disabilities, as

explained in Disproportionate representation in special education: Overrepresentation of

selected subgroups. Disproportionate representation by racial/ethnic groups across disability

classifications, educational environments, expulsions/suspensions, reasons for exiting school,

and early intervention services are affecting students and their futures. Too many students are

being identified with disabilities. Dyches and Prater (2010) believe this is due to an improved

understanding and diagnosis of disabilities, decreased stigmatizing, improved understanding and

diagnosis of disabilities, parents seeking accommodations for their children, schools avoiding

responsibility for educating low achieving students, and government policies rewards schools for

classifying students regardless of whether they truly have disabilities to receive more financial

support. Teachers are referring students for special education because they believe these students

need additional support in the form of special education, not because of a suspicion of a

disability. According the Dyches and Prater (2010) too many students are being identified with

the wrong disability. Not only have more students been identified as having disabilities in the

past 30 years, but proportionately more students with SLD, OHI, autism, and traumatic brain

injuries (TBI) have been identified. (Dyches & Prater, 2010) Schools need to improve
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identification, evaluation, and classification procedures so that students who truly have

disabilities are identified. Dyches and Prater (2010) also claim that racially/ethnically diverse

students are overrepresented and inappropriately served in special education. Data from the

annual report to congress reflects this overrepresentation. Equal access and least restrictive

environment are two principles of IDEA that are compromised by disproportionality. Educators

need to address these discrepancies in our compliance procedures in order to provide students

with an appropriate education.

In Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal

Evidence Across Five Disability Conditions, Morgain et al. (2015) describes a study on the

extent in which racial-, ethnic-, or language-minority children in the United States are over- or

under identified as disabled relative to otherwise similar White, English-speaking children. Prior

to sensitivity to minority overrepresentation, teachers may have been more likely to refer

minority students for special education, which has lead to disproportionality. For example, Black

and Hispanic children are found to be overrepresented in special education (intellectual

disabilities, emotional disturbances, speech or language impairments, and learning disabilities).

Researchers chose to examine to students from early childhood to the end of middle school.

Results displayed no evidence of racial, ethnic, or language minority children in the US being

disproportionately overrepresented in special education or underrepresentation of White,

English-speaking school children identified as disabled. our studys analyses indicated that

minority children are under identified as having disabilities and so are less likely to be receiving

special education services than otherwise similar White, English-speaking children in the United

States. (Morgan et al., 2015) Results also show that underrepresentation is evident access

multiple disability conditions over time. Morgan et al. (2015) believe sociocultural factors may
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result in barriers to services. This study suggests that educators should increase the use of

special education methods necessary to ensure special education eligibility procedures do not

result in unwarranted overrepresentation of White, English speaking children.

The National Education Association (2007) presented Truth in labeling: Disproportionality

in Special Education which analyzes possible causes of disproportionality, as well as what we

can do to make a difference in the future. NEA views disproportionality as an important issue

to address in any local or state efforts aimed at closing the gaps in student achievement.

(National Education Association, 2007) This article states that teachers are referring students for

special education because they feel that that is their only option, which is concerning. Research

shows that a childs race and ethnicity are significantly related to the probability that he or she

will be inappropriately identified as disabled. Labeling students as disabled leads to unnecessary

supports and services and misidentified students creates a false impression of the childs

intelligence and academic potential. The NEA (2007) stated that one contributing factors to

disproportionality is that Federal laws entitles all children with disabilities to FAPE and

mandates nondiscriminatory assessment, identification, and programming. To address this issue,

federal lawmakers added provisions to IDEA to collect and publically report race and ethnicity

factors for data. The NEA also states the varied state defined special education categories

contribute to disproportionality because eligibility criteria can influence the procedures used to

identify student as disabled. NEA (2007) explains that we are currently working towards a more

equitable education system through many various solutions: quality early intervening services

(EIS), developing culturally responsive teaching, response to intervention (RTI), positive

behavior supports (PBS), and classroom management skills.

Critical Analysis
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According to Dyches and Prater (2010) overrepresentation of students with disabilities is an

issue, they also claim that this has a substantial impact on the finances of the educational system,

as well as the roles of teachers. Authors state that it is more expensive to educate students with

disabilities due to hiring of special education teachers, para-educators, and related service

providers. Although this is true, I disagree that this is a significant consequence of

overrepresentation. Dyches and Prater (2010) also believe overrepresentation affects the roles of

teachers because once eligible for special education services the responsibility of the child is not

shared, but rather shifted to the special education teacher. This may occur, but again I do not

agree that this is a part of the main ramifications of disproportionality. I believe that

overrepresentation and underrepresentation are concerning because students misidentified

students create inaccurate view of the childs intellectual and academic ability. False impressions

based on these labels could lead to more significant issues such as inappropriate interventions,

students not being challenged in school, and long term emotional effects on students.

Black (2010) claims that the biggest question regarding disproportionality is whether or not

underrepresentation is positive or negative. I agree with this statement because

underrepresentation can be positive when students are placed in the general education classroom

and learn how to adapt and cope with general curriculum. In the work force, things will not

always be differentiated and adapted for individual needs. Also, in the general classroom you

have more positive models in academic as well as life/social skills. Underrepresentation can be

negative when students are not provided with accommodations early on. For example people

with Learning Disabilities (LD) who were diagnosed in adulthood gain freedom from of self-

doubt and lowered self-esteem due to lifelong accusations of being lazy or unmotivated.

Although many people with LD are able to overcompensate for these weaknesses, being
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diagnosed in adulthood is well after early intervention would have made a substantial positive

impact.

Some researchers believe students with EBD are identified for special education at a higher

rate than they should, but I agree with Kauffman and Landrum (2009) that students with EBD are

under identified. They state, claims of overidentification must be taken seriously, both

because they have become part of popular misconceptions about special education and because

claims of overidentification are exacerbated of minority students or children of color.

(Kauffman & Landrum, 2009) Black (2010) also supports this claim stating that approximately

1% of students are receiving special education services under this category, although the U.S.

Surgeon General estimated that between 5% and 11% of all school-aged children have mental

health disorders. These results prove that the population of students with EBD is not being

identified early enough for effective interventions to take place. Black (2010) also suggests that

schools address this problem by improving upon early recognition processes and providing

services for troubled children.

Practical Recommendations

Based on the articles I believe that the eligibility category determination process needs to be

reevaluated to address disproportionality. Morgan et al. (2015) states that special educations

current eligibility procedures are disproportionality responsive to children of various racial-,

ethnic-, and language-minority families. NEA (2007) adds that differences in how states define

special education categories cause inconsistencies on how students are identified as having a

disability. In conclusion research on disproportionality needs to be taken into consideration

when developing an eligibility category determination process. This will help maintain an

equitable balance of disabilities amongst all subgroups. For example data displaying the
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discrepancy between the percentage of eligible students and school-aged children diagnosed with

EBD shows that there should be a detailed process that defines traits and symptoms of EBD. A

research-based eligibility category determination process should be utilized by all states to

improve upon disproportionality.

Overidentification or inappropriate labeling has several negative impacts on students. NEA

(2007) claims that labeling students as disabled leads to unnecessary supports and services and

misidentified students creates a false impression of the childs intelligence and academic

potential. I believe there needs to separation between eligibility of special education services

and being labeled as having a disability. If a student is eligible for special education services,

their disability is directly affecting their ability to progress in the general education curriculum.

If a student is labeled as having a disability, regardless if they actually have one, they are set up

on a preconceived notion that defines their capabilities. Society needs to eliminate this action of

labeling, and begin looking at people on an individual basis. To achieve this will take time, but

we all must become more knowledgeable on the negative effects of labeling in order to prevent

disproportionate issues in education.

References
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Black, R. S. (2010). Chapter 3 Can Underidentification Affect Exceptional Learners? Current

Issues and Trends in Special Education: Identification, Assessment and Instruction

Advances in Special Education: Identification, Assessment, and Instruction, 19, 37-51.

Dyches, T. T., & Prater, M. A. (2010). Chapter 4: Disproportionate Representation in Special

Education: Overrepresentation of Selected Subgroups. Current Issues and Trends in

Special Education: Identification, Assessment and Instruction Advances in Special

Education: Identification, Assessment, and Instruction, 19, 53-71.

Kauffman, J. M., & Landrum, T. J. (2009). Politics, Civil Rights, and Disproportional

Identification of Students with Emotional and Behavioral Disorders. Exceptionality,

17(4), 177-188.

Morgan, P. L., Farkas, G., Hillemeier, M. M., Mattison, R., Maczuga, S., Li, H., & Cook, M.

(2015). Minorities Are Disproportionately Underrepresented in Special Education:

Longitudinal Evidence Across Five Disability Conditions. Educational Researcher, 44(5),

278-292.

National Education Association of the United States., & National Association of School

Psychologists. (2007). Truth in Labeling: Disproportionality in Special Education.

Washington, DC: NEA Professional Library.