Promising practices for curbing disproportionate representation of minority students in special education

The disproportionate representation of minority students in special education programs has been a persistent problem in American educa-tion. Being labeled as disabled often has a negative impact on social relationships and self-concept (Hallahan & Kauffman, 2004; Pavri & Monda-Amaya, 2001) and long-term outcomes such as graduation and employment (Blackorby & Wagner, 1996). Disproportionate identifica-tion of students from certain ethnic and racial groups begins in general education when teachers view a child’s poor academic performance and/ or behavior as a problem inherent to the child. It is critical for general education teachers and administrators to understand the relationship between insufficient supports and interventions in the classroom — Curbing Disproportionate Representation20 Issues in Teacher Education academic and behavioral — and the overrepresentation of minorities in special education. This paper will examine the issue and explain general education practices that may reduce the number of students inappropri-ately identified and referred for special services. Dunn (1968) was the first to bring attention to the practice of labeling students with mild learning problems as “educable mentally retarded” and placing them in segregated classrooms. These students were typi-cally from low status backgrounds including “Afro-Americans, America