The Disproportionate Representation of African Americans in Special Education

Abstract

The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities has remained a persistent reality even after more than 20 years of recognition. After reviewing these recurring patterns, a critical-theory mode of inquiry is used to discuss how certain basic assumptions, world-views, beliefs, and epistemologies used by some special education knowledge producers serve to perpetuate the disproportionality drama. The author concludes by suggesting that the voices of qualitatively different knowledge producers, who are culturally and interculturally competent, are needed to bring resolution to this persistent challenge.