Overrepresentation of Students of Colour in Special Education (SE)

Overrepresentation of Students of Colour in Special Education (SE)
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Overrepresentation of Students of Colour in Special Education (SE)
Introduction
The overrepresentation of students of colour (BIPOC) in SE is a long-standing issue that has been a concern for educators and researchers for decades. This phenomenon refers to the disproportionate placement of BIPOC students in SE programs compared to their peers from other racial or ethnic entities. Despite efforts to reduce this disproportionality, the problem persists, and its impact on BIPOC students' academic and social outcomes remains significant. One of the reasons for the overrepresentation of BIPOC students in SE is racial bias within the educational system. Teachers and administrators may have lower expectations of BIPOC students, leading to misinterpretation of cultural and linguistic differences as learning or behavioural disabilities. For example, African American students are more likely to be detected as having intellectual issues or emotional disturbances (Kauffman & Anastasiou, 2019). In contrast, Hispanic/Latino students are more likely to be detected with a language or speech impairment. This trend is also observed for English language learners who may be overidentified for SE services due to their language proficiency, despite not having a learning disability. The overrepresentation of BIPOC students in SE has several negative consequences. Students with disabilities face lower academic expectations and may not receive the necessary support to meet their educational goals. This can lead to academic and social marginalisation, lower graduation rates, and limited post-secondary opportunities (Sailor et al., 2020). Additionally, the overrepresentation of BIPOC students in SE may reinforce negative stereotypes about their abilities, leading to a cycle of lower expectations and diminished opportunities. To handle the problem of the overrepresentation of BIPOC students in SE, educators and policymakers need to implement evidence-based strategies that reduce bias and promote equity in the educational system. One practical approach is implementing a multi-tiered system of support (MTSS) that integrates academic and behavioural interventions for all students (Sailor et al., 2020). MTSS frameworks use data to identify students who are at risk of academic or behavioural difficulties and provide targeted interventions that are culturally responsive and evidence-based. Additionally, professional development programs focusing on cultural competency and implicit bias can help educators recognise and address their biases towards BIPOC students. This research will highlight the rationale behind the efficacy of extensive participation of diverse students in SE in the light of relevant articles.
Discussion
Rationale behind Research
The overrepresentation of BIPOC students in SE is concerning in many educational settings. This phenomenon refers to BIPOC students being overrepresented in SE programs compared to their representation in the general student population. This trend has been observed in many countries, including the United States, Canada, and ...