Why are so many students of color placed in special education when they shouldn’t be?

Studies have shown that in U.S. public schools, students of color are far too often labeled as having an intellectual disability, learning disability, or a behavioral disorder that requires their placement into a special education program.

African American children are most at risk of being misidentified as needing special education. Researchers say there are several reasons why.

Special education assessments often do not consider cultural factors

Almost universally, the American educational system uses an assessment model that fails to consider cultural differences in determining whether a student’s cognitive abilities or behaviors fall outside of what is typically considered “normal.” For example, many African and African American cultures encourage children to be openly and emotionally expressive in reacting to what is going on around them—this can include events taking place in the classroom as well as their reactions to teachers and classmates. Rather than fostering a positive classroom environment of inclusivity, the prevailing special education framework segregates African American children into separate programs that are frequently of inferior quality, particularly in public schools serving low-income, urban neighborhoods. The resulting inequity denies these students the benefits they would otherwise receive from a general education. This can have long-term negative implications for the academic success of African American children and further widen achievement gaps between black and white students.

African American students may have learning styles and behaviors influenced by deeply-held spiritual beliefs

Researchers say that another reason for the disproportionate number of black children in special education can be traced back to the spiritual values that are an important part of life in the African American community. For example, one spiritual concept that is alive in many African American communities today embraces the idea that all people are interconnected and interdependent on one another. Researchers suggest that this may explain why many African American children prefer to work with others in class instead of on their own. Unfortunately, these culturally-influenced behaviors and practices can easily be misconstrued by teachers as being “problems” in need of remediation within a special education setting.

Low-income African American parents may have difficulty navigating special education rules if they disagree with a school’s determination

Another reason that black children account for an outsized segment of the special education population may be the inability of parents, particularly those with limited means, to successfully advocate on behalf of their child who has been labeled as having a disability. The maze of complex rules governing special education can be difficult to navigate. A parent may disagree with the school’s recommendation and may not want their child to be placed in special education, but lack the resources to change it.

To learn more about this issue, read this article co-authored by Mason School of Education Associate Professor Dr. Joy Banks.

We also invite you to explore our degree offerings in Mason’s Special Education program.