Racial Disparities
in Special Education Identification: The Conventional Wisdom Is All Wrong — The Education Gadfly Show
On this week's podcast, Paul Morgan, Professor of Education and Demography at Penn State University, joins Mike Petrilli and Alyssa Schwenk to discuss the evidence on racial disparities
in special education identification and services.
[Study co-author Paul] Morgan explained that race may not be playing a role
in special education identification, but that there are many negative factors for children that are associated with race.
Not exact matches
Without early
identification, youngsters are apt to lose out on opportunities to accelerate, to get into such
special classrooms and supplemental programs as do exist, to enroll
in magnet or charter schools designed to challenge them, and to gain access (when they reach high school) to Advanced Placement courses, International Baccalaureate programs, and other offerings that typically presuppose a solid
education in the early grades.
The
identification rate was higher when students were
in MPS both because many students who switched from MPCP to MPS received
special education designations
in MPS and because many students with
special education designations
in MPS shed them when they enrolled
in MPCP schools.
There are a range of critical issues, such as: the implementation of the reauthorized ESEA (now called The Every Student Succeeds Act) which includes new flexibility for states
in designing state standards and accountability systems as well as a hard cap on the number of students with the most significant cognitive disabilities taking alternate assessments on alternate standards; regulations on disproportionate
identification of minority students to
special education; and, the goal to transition more disadvantaged students into college and careers that will have a significant impact on some of the most vulnerable children.
Special education records collected by Braination related to the identification, evaluation, educational placement, or the provision of special education in the district must be maintained under state and federal laws for a period of five years after special education services have ended for the s
Special education records collected by Braination related to the
identification, evaluation, educational placement, or the provision of
special education in the district must be maintained under state and federal laws for a period of five years after special education services have ended for the s
special education in the district must be maintained under state and federal laws for a period of five years after
special education services have ended for the s
special education services have ended for the student.
Special -
education services have improved somewhat, as has the
identification of students who need them,
in large part under pressure from the courts.
TEA issued the final version of its strategic plan for
special education in response to a federal monitoring report that required TEA to correct areas of deficiency, including the proper
identification of
special education students and assuring access to appropriate services at the local level.
Recent consensus reports concur
in highlighting issues related to the
identification and treatment of students with learning disabilities as a central component of
education reform
in general
education and
special education.
Yee's SB 596 would require the California Department of
Education to establish a three - year pilot program in four schools where special education, mental health and school climate services are integrated for early identification and support of students with learning and behavi
Education to establish a three - year pilot program
in four schools where
special education, mental health and school climate services are integrated for early identification and support of students with learning and behavi
education, mental health and school climate services are integrated for early
identification and support of students with learning and behavior needs.
On - site analysis of a client's
special education program
in its entirety, including program components, leadership structure, school infrastructure, curriculum review, classroom setup and audits,
identification of staffing needs, and instruction recommendations.
Among Losen's recommendations for the district are more regular monitoring of disaggregated data on
identification, placement, and disciplinary action; training of adults
in multi-cultural competence; and the use of intermediate interventions before
special education placement and of alternatives to suspension (e.g., restorative practices).
The authors examine the literature on potential sources of disproportionate
identification rates — including test bias, poverty,
special education processes, inequity
in general
education, issues of behavior management, and cultural sensitivity — and conclude that no single simple explanation exists.
This course includes a study of types of disabilities according to IDEA 2004 and California rules and regulations, and criteria for
identification for
special education services, as well as an examination of the types of services provided
in response to student needs.
In this webinar, Dr. Evelyn Johnson discusses how one state has developed a process for using RTI data to inform their
special education eligibility process as well as early
identification and prevention of learning difficulties.
The steps
in the
special education process include:
Identification and referral, Evaluation, Determination of eligibility, Development of an individualized
education program (IEP) and determination of services, and Reevaluation.
As the curriculum increases
in complexity, struggling readers fall further behind, placing them at risk of
special education identification, tracking into lower - level coursework, failing to graduate and worse.
(d) Instructional practices
in special education to include selection and implementation of instructional practices and strategies and
identification of accommodations and modifications;
In this case,
special education identification would be fair and appropriate.
The only way to make improvement
in the SPED
Identification Indicator was for a district or charter to reduce the number of students identified as
special education
However,
in English language arts, students with disabilities
in voucher programs experience an average learning loss each year when compared with students without
special education identification.13
• Demonstrated expertise
in identifying educational opportunities through student
identification and assessments • Well - versed with media technology aimed at handling
education coordination activities
in sync with advanced directives • Documented success
in training parents to meet the
special needs of their children
Good practice
in the
identification of need,
education planning, and allocation of
special education teaching is supported through effective whole - school planning.