Disproportionality in Special Education

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In the United States, minority students with learning disabilities form the highest percentage in comparison with those from other ethnicities. This disproportionate representation creates an overall imbalance in the student population and the anticipated outcomes. Eggen and Kauchak (2020) indicate that “over 90 percent of students with disabilities who receive special education services in the country are identified as having learning disabilities, communication disorders, autism spectrum disorders, or behavior disorders” (p. 204). These findings expose the unique complexities and challenges that different stakeholders should be ready to address. For instance, teachers in affected classes would have reduced expectations in comparison with those in other classes. Parents and policymakers have failed to implement superior mechanisms to communicate with the affected children and meet their educational needs (Cooc & Kiru, 2018, p. 164). The kind of disproportionality would mean that the involved teachers will be unable to communicate with their students efficiently and deliver the right content. Some of the professionals lack the relevant competencies in multiculturalism. Consequently, minority groups remain overrepresented in special education classes in different parts of the country.

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The major stakeholders in the affected field can collaborate to find a long-lasting solution to this predicament. First, these professionals can develop a common vision that focuses on the best strategies to meet the educational demands of all learners without discrimination. Second, experts need to redesign the existing traditional procedures and practices in such a way that they address learning difficulties directly and meet the needs of such beneficiaries. Third, teachers and leaders in education should implement a new model that promotes a sense of responsibility. Such an initiative will guide the professionals to work together, offer personalized instructions, and eventually minimize the current gaps. Fourth, a multiagency approach is needed whereby social services, medical facilities, and governmental institutions consider the best measures to support more children with learning difficulties (Dever et al., 62). Finally, the training procedures for educators should be redesigned to equip them with additional competencies that can make it easier for them to support learners with specific needs. All key stakeholders should be part of this process to change the current statistics and guide more children to achieve their educational goals.

References

Cooc, N., & Kiru, E. W. (2018). Disproportionality in special education: A synthesis of international research and trends. The Journal of Special Education, 52(3), 163-173. Web.

Dever, B. V., Raines, T. C., Dowdy, E., & Hostutler, C. (2016). Addressing disproportionality in special education using a universal screening approach. The Journal of Negro Education, 85(1), 59-71. Web.

Eggen, P., & Kauchak, D. (2020). Using educational psychology in teaching (11th ed.). Pearson Prentice Hall.

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ChalkyPapers. 2022. "Disproportionality in Special Education." May 29, 2022. https://chalkypapers.com/disproportionality-in-special-education/.

1. ChalkyPapers. "Disproportionality in Special Education." May 29, 2022. https://chalkypapers.com/disproportionality-in-special-education/.


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ChalkyPapers. "Disproportionality in Special Education." May 29, 2022. https://chalkypapers.com/disproportionality-in-special-education/.