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Over-estimating minority children in special education – What can be done?


Are you interested in the amount of minority children with disabilities in the school district? Are you worried about the great African American boys who receive special educational services? You are worried about your child who is in a minority group and finds that they are entitled to special education! In recent years, many poor African-American children have increased the number of children offering special educational services. This article discusses this issue and its causes.

In 1975, when the Law on All Disabled Children Education was Adopted, the Congress found that poor African-American children are placed more often in special education than other children. These difficulties continue today. IDEA 2004 Congress has reported problems related to the relocation of minority children, including misreading children and the highest drop-out rates.

9% of school-age children are diagnosed with disabilities and special educational services. But the African-American children are ca. 40% higher in special education services than the national average for racial and ethnic groups around 12.4%. Studies have shown that schools with mostly white students and teachers dispose of a disproportionate number of minority children in special education.

The rate of mental disability and emotional / behavioral disorders is also extremely high within the African-American population, roughly twice the national average. Within the African-American population, the incidence of mental retardation is about 220% higher than other ethnic groups. In the case of emotional / behavioral disorders, the incidence is approximately 175% higher than other ethnic groups. Factors contributing to disability are:

1. Health issues such as pre-natal care, access to medical care, child nutrition and possible exposure to lead and other pollutants.

2. Inadequate access to high quality medical care and mental health disorders.

3. Cultural issues and values ​​or stigma for disability

4. Discrimination in the classroom and in the competition!

5. Failure to Behave and Academic Problems of the Child

Some Ideas That Can Help Reduce Excessive Identification:

1. Better data retention with enhanced information on gender, sex and species. More detailed, systematic and comprehensive data collections would have better known about demographic representation in special education, which would help to better understand this issue

. More analytical research is needed in order to better understand the many factors that contribute independently or in combination to the diagnosis of disability

. More people are willing to support children in this situation. I think that part of this question is related to the fact that some special educational staff are unable to understand cultural differences

. Better and clearer guidance for diagnosing disability, which can reduce the possibility of subjective judgments often cited for certain diagnoses

. Further improvements are needed in general education to help children get acquainted with reading and responding with the right qualifications and their age group.

I hope this problem will be resolved over time to ensure that every child is properly trained

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