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eBook details

• Title: Disparate Access: The Disproportionality of African American Students with Disabilities Across Educational Environments.
• Author : Exceptional Children
• Release Date : January 22, 2006
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 242 KB

Description

The overrepresentation of minority students in certain disability categories continues to be one of the most persistent and complex issues in the field of special education, and has received a great deal of attention over the past 20 years (Chinn & Hughes, 1987; Dunn, 1968; Finn, 1982; Harry & Anderson, 1994; Hosp & Reschly, 2002, 2003; Ladner & Hammons, 2001; Losen & Orfield, 2002; National Research Council, NRC, 2002; Oswald, Coutinho, Best, & Singh, 1999; Parrish, 2002). Recent national data from the NRC indicate that when compared to European American students, African American students are overrepresented in the categories of mental retardation (MR), emotional disturbance (ED), and multiple disabilities; that American Indian/Alaskan Native students are overrepresented in the category of learning disabilities (LD); and that Asian/Pacific Islander and African American students have slightly higher rates of identification in autism spectrum disorders. Parrish reported that African American students are the most overrepresented group in special education programs in nearly every state, and that disproportionate representation is most pronounced in MR and ED: African American students are 2.88 times more likely than European American students to be labeled as MR and 1.92 times more likely to be identified as ED. In contrast, far less attention has been paid to disparate representation in educational environments that are more or less restrictive; only a handful of studies have explored disproportionality across educational environments (Fierros & Conroy, 2002; Hosp & Reschly, 2002; Skiba, Wu, Kohler, Chung, & Simmons, 2001). The Individuals With Disabilities Education Improvement Act (IDEA 2004) mandates that students with disabilities be served in the least restrictive environment (LRE) that is appropriate for their needs; disproportionality in access to LRE may be more important conceptually than disparities in disability category. The purpose of this study was to explore the disproportionate placement of African American students in more or less restrictive educational environments, and in particular to test the hypothesis that such disparities are due to the influence of certain disability categories.

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