The leading theme of the article is the disproportionate representation of racial groups in particular educational institutions. The essence of the difficulty is that the colored children who are the subjects of this study do not undergo proper identification procedures for special education. Consequently, there is a spreading tendency to create an ineffective learning environment in which students are not taught properly and lose future career opportunities. This article is aimed to establish what has been the root cause of this problem and what options exist to address it. Based on the material, it can be concluded that one of the main factors that drive this is poverty. Specific groups of the population are more often victims of disadvantageous conditions, leading to health problems and, as a consequence, learning problems. It has also been found that during the educational process, teachers are often prejudiced against children of color and send more pupils of one particular racial group to special institutions (Morgan, 2020). Taken together, these factors suggest that systemic racial bias is still present in the education process.
Students of color do not receive the appropriate level of social services and experience racial segregation and stigma. It is proposed to improve the identification system and reduce the percentage of exclusion in placement in particular institutions to solve this problem. To prevent prejudicial placement, policies aimed at increasing cultural awareness should be implemented. Additional education for teachers is suggested, as well as increased funding for schools in lower-income areas (Morgan, 2020). It is also worth introducing special training for parents, based on which they can decide whether special education is necessary or not. The results of this study have significant implications for further research in the field of leadership. They can be the basis for policies that reduce gaps in learning. They also demonstrate the striking impact of teacher-leader behavior on student learning and outcomes.
The article focuses on the problems of students of color, starting from poverty, which worsens education and discrimination. I learned that experiments had been conducted that explained the connection between poor academic performance and attitudes toward learners of other races. Additionally, I was surprised that minorities are oppressed by peers who make fun of them and by teachers. That is, educators consider colored students not wise and pay insufficient attention to them. As a result, they are less to continue studying in college. I agree with the author’s view that students from other cultures receive poor-quality education. Similarly, the school needs to maintain a racial balance in the classroom so that everyone will have equal access to training. At the same time, it is notably complicated for students of other races who have health problems and are poor challenging to gain knowledge (Morgan, 2020). Although a law was enacted regulating the rights of such categories of students, it did not improve attitudes and quality of education for pupils.
To change the situation for teachers, it is necessary to introduce special courses. In this way, they will listen to training and study to work with colored students. Accordingly, this will lead to the educator becoming a leader for students, and their success will increase. I chose this article because it raises such serious issues as reducing funding for schools with colored students. At the same time, it describes many of the problems faced by learners with disabilities and minorities. Also, the paper suggests ways to solve these difficulties and predicts the future development of color students (Morgan, 2020). It is essential to note that the article inspires the government and schools to unleash the potential of such learners.
Morgan, H. (2020). Misunderstood and mistreated: Students of color in special education. Online Submission, 3(2), 71-81. Web.