Abstract
Disproportionality, refers to both the over- or under-representation of a given population in a larger population category. It is often defined by racial and ethnic backgrounds, but has also been defined in terms of socioeconomic status, national origin, English proficiency, gender, and sexual orientation. In the United States, these factors have been shown to significantly influence a child’s probability of being misidentified, misclassified, or inappropriately placed in certain special education categories. This paper will analyze national educational records and assess the perceived equity progress made over the previous ten years with regard to race and socioeconomic status. Attention will be paid specifically to categories that are regarded as high incident and low incident disabilities. Additionally, the relevant professional literature will be reviewed to validate the identified data trends. Participants will be asked to facilitate discussion regarding inequity in general education, poverty, special education processes, issues of behavior management, and test bias as it relates to these trends.
Presenters
George W. HebertClinical Assistant Professor, Department of Clinical Rehabilitation and Counseling, Louisiana State University Health Sciences Center
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning in a World of Difference
KEYWORDS
"Special Education", " Categories", " Eligibility", " Disproportionality", " Race", " Socioeconomic Status"
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