Why Are All the Black Kids Still in Special Education? Revisiting the Issue of Disproportionate Representation

Abstract

The overrepresentation of students of color in special education continues to be a prevalent, disturbing, and heavily debated problem in this country. What remains is the reality that a large number of African American students continue to be referred and placed in special education programs. On the heels of 2 reports commissioned by the National Research Council (1982, 2002) specifically addressing the issue of disproportionate representation, it seems fitting to revisit this topic through the lens of an urban elementary school attempting to translate findings from recent and relevant research to build a culturally responsive system specifically aimed at reducing disproportionate representation.