Over-identification of Minority Children
The American Speech-Language-Hearing Association needs to take a strong public stand against the over-identification of non-disabled minority children, particularly black children and bilingual children. There should be a clear policy statement rather than random news items. Global summaries about “multiculturalism” are empty. School SLPs continue to over-place non-disabled children because of linguistic and cultural differences they confuse with disability. Current advisory statements lack focus and proper applications to reduce placement errors according to IDEA 2004. University clinics should incorporate proper procedures into clinical experiences, and special education status should be a clinical consideration. Courses should contain specific decision-making criteria for accurate assessment to protect FAPE. The profession needs to take action! The treatment of black children is a national disgrace.
“While African Americans make up approximately 17 percent of public school enrollment, they account for 31 percent of students identified as having mental retardation or intellectual disabilities, 28 percent of students labeled as having an emotional disturbance, and 21 percent of students who have learning disabilities. Some of these categories aren’t pure medical diagnoses, calling judgment, and perhaps bias, into play.”
http://blogs.edweek.org/edweek/speced/2012/01/a_new_initiative_hopes_to.html
Edward Fergus, writing for Essential Educator (http://essential educator.org/), ”Distinguishing Difference from Disability: The Common Causes of Racial/Ethnic Disproportionality in Special Education,” reports:
“Since Lloyd Dunn’s report (1968) on the overrepresentation of Black and Latino students in special education countless federal, state and district reports, as well as research studies exist that document the various facets of educational practice impacting these rates….”
We support congressional efforts to continue to address over-identification issues as recently highlighted in proposed senate legislation:
“S.541 — Achievement Through Prevention Act (Introduced in Senate – IS)
S 541 IS
112th CONGRESS, 1st SessionS. 541
To amend the Elementary and Secondary Education Act of 1965 to allow State educational agencies, local educational agencies, and schools to increase implementation of schoolwide positive behavioral interventions and supports and early intervening services in order to improve student academic achievement, reduce overidentification of individuals with disabilities, and reduce disciplinary problems in schools, and to improve coordination with similar activities and services provided under the Individuals with Disabilities Education Act.”
Professional organizations must show more than modest awareness of the plights of minority children placed in special education because they are different.
The National Association of Secondary School Principals with a coalition of professional organizations have added support for the Act:
http://www.nassp.org/Content.aspx?topic=NASSP_and_Coalition_Letter_on_the_Achievement_through_Prevention_Act
Alliance for Children and Families
American Association of People with Disabilities
American Counseling Association
American Dance Therapy Association
American Group Psychotherapy Association
American Mental Health Counselors Association
American Music Therapy Association
American Psychological Association
American Psychiatric Association
American School Counselor Association
Anxiety Disorders Association of America
Association for Ambulatory Behavioral Healthcare
Association of University Centers on Disability
Bazelon Center for Mental Health Law
Children and Adults with Attention Deficit/Hyperactivity Disorder
Council for Children with Behavioral Disorders Division of the Council for Exceptional Children
Council for Exceptional Children
Easter Seals
Healthy Teen Network
Higher Education Consortium for Special Education
Learning Disabilities Association of America
Knowledge Alliance
Mental Health America
National Alliance on Mental Illness
National Association for Children’s Behavioral Health
National Association of Pupil Service Administrators
National Association of School Psychologists
National Association of Secondary School Principals
National Association of State Directors of Special Education
National Center for Learning Disabilities
National Council for Community Behavioral Healthcare
National Disability Rights Network
National Down Syndrome Congress
National Down Syndrome Society
National Education Association
National Federation of Families for Children’s Mental Health
National Network for Youth
National PTA
Respect ABILITY Law Center
School Social Work Association of America
TASH
Teacher Education Division of the Council for Exceptional Children
The National Center for Learning Disabilities
Therapeutic Communities of America
United Neighborhood Centers of America
U.S. Psychiatric Rehabilitation Association
Such organizations must address directly the problems of over-identification of non-disabled minority children. A grave problem is to feign outrage when old and well documented problems arise again. They need to have archives of knowledge to stand on, and not react to the perils of the news cycle.
Window looking out.
Amy Zirkelbach writing in 2002 laid out the problem nicely:
“Concerns about the overidentification of ethnic and culturally diverse students in special education first gained national attention in the 1960s as civil rights advocates, educators, administrators, and policy makers began raising questions about the overrepresentation of minority students in classes for the mentally retarded. To a great extent, disproportionate placement still remains today. Although the problems varies from state to state and region to region, it is seen as an ongoing national problem which may result in students who are unserved, misclassified or inappropriately labeled, or receive services that do not meet their needs. Disproportionate placement of these students into special education classes may be seen as a form of discrimination.”
