Why is disproportionality a concern?

Requesting a referral for a special education evaluation is often the first thing teachers do. However, rather than providing needed solutions, experts warn that an inappropriate special education label may actually have long-lasting harmful effects (Harry & Klingner, 2006; Losen & Orfi eld, 2002; National Alliance of Black School Educators, 2002). Labeling students as disabled when they really are not leads to unwarranted services and supports. Misidentified students are likely to encounter limited access to a rigorous curriculum and diminished expectations. And, more important, mislabeling students creates a false impression of the child’s intelligence and academic potential. Here’s why:

• Once students are receiving special education services, they tend to remain in special education classes (Harry & Klingner, 2006).

• Students are likely to encounter a limited, less rigorous curriculum (Harry & Klingner, 2006).

• Lower expectations can lead to diminished academic and post-secondary opportunities (National Research Council, 2002; Harry & Klingner, 2006).

• Students in special education programs can have less access to academically able peers (Donovan & Cross, 2002).

• Disabled students are often stigmatized socially (National Research Council, 2002).

• Disproportionality can contribute to significant racial separation (Harry & Klingner, 2006; Losen & Orfi eld, 2002).

Call to Action

Educators, administrators, school board members, community decision makers, and NEA’s local association leaders all have a stake in whether children from culturally and linguistically diverse backgrounds are appropriately educated. CLD students make up the largest growing group within our public schools today. Looking at the “big picture,” these students are the future of our communities and our democracy. Their academic performance can play a major role in whether a school or district meets requirements of high stakes assessment and accountability programs. At the personal level, all children deserve an appropriate education—one that meets their individual learning needs and prepares them for a successful future.

Truth in labeling : disproportionality in special education

http://www.nea.org/assets/docs/HE/EW-TruthInLabeling.pdf

Highlights