Dr.
Tonika Duran Green
Assistant Professor
Department of Counseling and School Psychology
San
Diego State University
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African
American Students in Special Education: The Need for
Preventing and Reducing Overrepresentation of Minorities
in Special Education (PROMISE)
According to the National Research Council, more than
14% of African American students are in special education
compared with 13% of American Indians, 12% of Whites,
11% Hispanics, and 5% Asian Americans (Paolino, 2002).
African American students are almost 3 times as likely
as White students to be labeled mentally retarded, 2
times as likely to be labeled emotionally disturbed,
and 1.3 times as likely to be labeled as having a learning
disability (CEC, 2002). According to the National Institute
for Urban School Improvement (2001), African Americans
are significantly overrepresented in the two special
education categories of mild mental disabilities and
emotional/behavioral disabilities (Oswald, Coutinho,
Best, & Singh, 1999). Fierros and Conroy (2002) report
that once identified students of color are more likely
than White students to be placed in restrictive educational
settings. The U.S. Department of Education, Office of
Special Education Programs (2000) report on the National
Racial Disparities in Inclusion indicates that only 37%
of Blacks, compared to 43% Hispanics and 55% Whites,
are provided access to inclusive educational settings
(less than 21% of the school day out of the general education
classroom). However, African Americans (33%) and Hispanics
(28%) are more likely to spend more than 60% of the school
day outside of the general education classroom (e.g.,
separate class, separate school, and residential facilities), “meaning
less time in the regular education class, less time with
peers, and reduced access to the general curriculum” (Fierros & Conroy,
2002). In addition to the disproportionate number of
students of color in special education and lack of inclusion
once identified, the quality of special education services
is also in question (Losen & Orfield, 2002).
The Need for Project PROMISE is the first step in a addressing
the need to incorporate culturally-affirming practices
into daily school practices to improve prereferral processes,
reduce the overrepresentation of African American students
in special education, and enhance the quality of schooling
for all students. This research is essential and beneficial
for San Diego City Schools, as the problem of overrepresentation
of African American students persists despite the removal
of intelligence tests from the assessment process since
the Larry P. decision (Valencia & Suzuki, 2000; Orfield & Losen,
2002; California Department of Education, 2002, www.cde.gov).
This research project explored the quality of schooling
for African American students in two San Diego City Schools.
Quantitative data was gathered to examine trends in (1)
the percentage of African American students referred
for special education, (2) the percentage of African
American students receiving special education services
and in what specific categories, (3) African American
student achievement (e.g., standardized tests, grades),
and (4) school engagement data (e.g., attendance, number
of African American students expelled or suspended).
The presenter will provide the results and share the
next phases of the project with the audience. |
