The (Over)representation of Minority Students in Special Education Programs: Teachers’ Perspectives

This study explored factors that may be contributing to the overrepresentation of minority students in special education programs in Ontario. To carry out this research project, two teachers from the Greater Toronto Area were interviewed using a semi-structured model. Findings included teachers’ beliefs that parental involvement is crucial when it comes to students being referred, assessed and diagnosed into the special education program, and that the minority students being overrepresented are students living in poverty, students from monoparental homes and English Language Learner students. These findings suggest that some parents may choose not to attend referral-related meetings because they may not feel sufficiently well-informed to make suggestions or provide feedback. These findings also suggest that if overrepresentation of minorities is a persistent issue in special education, there may be a problem with the way students are being identified and assessed. Recommendations include that schools create a parent orientation session about the special education referral process. This orientation section would be made available for parents who will be attending IEP and IPRC meetings in order to provide them with the support needed prior to attending individual meetings