Racial inequity in special education

TLDR

Racial inequities pervade U.S. special education, with minority children—especially African Americans—more likely to be labeled mentally retarded or emotionally disturbed and to receive poorer services than white peers. The book investigates the inequities faced by minority schoolchildren within special education.

Abstract

An illuminating account of a widespread problem that has received little attention, Inequity in sets the stage for a more fruitful discussion about special education and racial justice. Racial inequities pervade special education in U.S. schools today. Minority children especially African Americans are far more likely than white children to be designated mentally retarded or emotionally disturbed and therefore in need of special education. Even when appropriately placed in special education classes, minority children often receive poorer services than disabled white children. This book explores the inequities experienced by minority schoolchildren in special education. These issues are examined as problems in their own right, and as reflections of persistent racial inequities in our system of public education. Inequity in Special Education describes the scope of these problems, and provides a comprehensive review of attempts by legislators, child advocates, and educational and civil rights enforcement agencies to address these complex issues. The authors outline essential areas for further research and dialogue.