The Miseducation of Special Education
By NaTyshca Pickett
I came across the clip below on Instagram with Dr. Umar and Nick Cannon discussing the discreprancy of Black children placed in special education classes due to behavior. Although, some of the information Dr. Umar provided wasn’t completely accurate, he did make some compelling arguments.
According to the National Center of Learning Disabilities, Black students are 40% are more likely to be identified with a disability that all of ther students. This report is based on 2016 findings, however, one of the biggest issues still facing schools today is the overrepresentation of minorities in special education.
Studies reveal that various variables, including test bias, poverty, inadequate general education instruction, and inadequate professional development for working with diverse kids, might contribute to this overrepresentation.
Before we dive deep into how special education has left a negative impression on the Black community, let’s discuss what special education is and why it’s important.
Special education refers to specialized instructional and support services provided to students with diverse learning needs. These needs can arise from various factors, including learning disabilities, intellectual disabilities, emotional or behavioral disorders, physical disabilities, sensory impairments, developmental delays, or other health impairments. The goal of special education is to ensure that every student has the opportunity to receive an education tailored to their unique needs, abilities, and potential.
Key components of special education include:
Individualized Education Program (IEP): An IEP is a written plan developed for each student with identified special needs. It outlines the student's current academic level, specific learning goals, the services and accommodations they will receive, and how progress will be measured.
Inclusive Education: Inclusive education aims to integrate students with special needs into regular classrooms alongside their non-disabled peers. This approach promotes socialization, diversity, and a more supportive learning environment.
Specialized Instruction: Special education teachers are trained to provide targeted instruction tailored to the individual needs of students with disabilities. This may involve alternative teaching methods, adapted materials, and assistive technologies.
Related Services: Students with special needs may receive additional support services, such as speech therapy, occupational therapy, physical therapy, counseling, or transportation, to address specific challenges and enhance their overall development.
Assessment and Evaluation: Special education involves ongoing assessment and evaluation to monitor students' progress, identify changing needs, and adjust instructional strategies or support services accordingly.
Collaboration with Parents and Professionals: Effective special education programs involve collaboration between educators, parents, and various specialists to create a comprehensive and supportive learning environment for students with special needs.
It's essential to note that special education is not a one-size-fits-all approach, and the services provided are highly individualized based on each student's unique strengths and challenges. Legal frameworks, such as the Individuals with Disabilities Education Act (IDEA) in the United States, outline the rights and responsibilities of students with disabilities and the educational institutions that serve them, aiming to ensure an inclusive and equitable education for all.
This post garnered over thousands of views and hundreds of comments as to why this is, but no solutions.
Here’s what we know about the negative effects that special education has on the Black community:
Overrepresentation in Special Education:
One concern is the disproportionate representation of Black students in special education programs, particularly in certain categories such as learning disabilities and emotional disturbances. This overrepresentation may be linked to biases in assessment procedures, cultural misunderstandings, or lack of access to quality early intervention.
Misdiagnosis and Stereotyping:
There is a risk of misdiagnosis and stereotyping, where cultural differences are misinterpreted as learning disabilities or behavioral issues. This can lead to students being placed in special education programs when they may not actually need such services.
Inequitable Access to Resources:
Schools in predominantly Black communities may face resource disparities compared to schools in predominantly white communities. This can result in inadequate support services for students with special needs, exacerbating educational inequalities.
Limited Cultural Competence:
Some educators may lack cultural competence, which can impact their ability to understand and address the unique needs of Black students in special education. This may lead to a disconnect between students, teachers, and support systems.
School-to-Prison Pipeline:
In some cases, students in special education, particularly those with behavioral issues, may be disproportionately pushed into the school-to-prison pipeline. This is a systemic issue that affects various communities but can disproportionately impact Black students.
Stigma and Labeling:
The stigma associated with special education labels can affect students' self-esteem and perceptions of their abilities. This stigma can persist even after leaving the special education system, potentially limiting opportunities for success.
Addressing these challenges requires a multi-faceted approach that includes cultural competence training for educators, equitable distribution of resources, and a commitment to dismantling systemic biases within the education system. It's important to recognize that special education, when implemented with care and consideration, can be a valuable tool for supporting students with diverse needs.
As much as we blame schools for miseducating our children, we must also discuss how we as parents are our children's first teachers. Yes, our children attend school to learn, but it is our obligation to take control of their education.
When I was a teacher, one of the most challenging tasks I faced was contacting parents for meetings. There were plenty who were involved, and they were easy to contact. The younger the student, the more interested the parent was in their child’s education; however, after those students entered middle school, parent involvement dwindled, and it was difficult to get them to respond once their child reached high school.
Oftentimes, parents don’t understand special education and their child’s IEP. They believe that those with the education would know best for their child. The IEP process can be complex and involves various steps, assessments, and legal aspects. Parents who are unfamiliar with educational jargon or the intricacies of special education law may find the process too much to handle.
The process of having a child with special needs or in need of additional services can be daunting. Acknowledging that a child needs special education services can be emotionally challenging for parents. They may feel a range of emotions, including guilt, frustration, or fear for their child's future. Navigating these emotions while engaging in the IEP process can be overwhelming.
Some parents may not be familiar with their rights and responsibilities in the special education process. Advocating for their child's needs within the educational system can be intimidating, especially if they feel they are not being heard or understood.
Now that we know the challenges, what can we do to combat this problem in our community?
Collaboration between parents and schools is crucial for the success of a student's Individualized Education Program (IEP). Here are some ways parents and schools can work together effectively:
Open Communication:
Establish and maintain open lines of communication. Regularly share information about the student's progress, challenges, and successes. Both parents and school staff should feel comfortable reaching out to each other with questions or concerns.
Participate in IEP Meetings:
Parents should actively participate in IEP meetings. This includes providing input on their child's strengths, needs, and goals. School staff should listen to parents' perspectives and collaborate to develop a plan that addresses the student's individual needs.
Understand Roles and Responsibilities:
Clearly define the roles and responsibilities of both parents and school staff in the IEP process. Understanding each party's contributions helps create a collaborative and supportive partnership.
Share Information:
Provide relevant information about the student's needs, strengths, and challenges. This may include medical records, assessments from outside specialists, or insights into the student's learning preferences and home environment.
Set Realistic Goals:
Collaboratively set realistic and measurable goals for the student. These goals should be tailored to the student's individual needs and should reflect a shared commitment to the student's overall development.
Review and Revise:
Regularly review and, if necessary, revise the IEP. Both parents and school staff should actively participate in these reviews to assess the student's progress, adjust goals, and make any necessary modifications to the support plan.
Attend Workshops and Training:
Parents and school staff can benefit from attending workshops and training sessions related to special education. This shared knowledge can foster a better understanding of the IEP process and the specific needs of the student.
Build a Supportive Relationship:
Foster a positive and supportive relationship between parents and school staff. A collaborative approach creates a more inclusive and effective learning environment for the student.
Seek Outside Support:
Encourage parents to seek support from advocacy groups, parent networks, or professionals who specialize in special education. These resources can provide additional guidance and empower parents to navigate the IEP process effectively.
Celebrate Achievements:
Acknowledge and celebrate the student's achievements, both big and small. Positive reinforcement fosters a collaborative spirit and motivates everyone involved to continue working towards the student's success.
By working together, parents and schools can create a supportive and inclusive educational environment that meets the unique needs of students with individualized education plans. Open communication, mutual respect, and a shared commitment to the student's well-being are key elements in this collaborative process.