This article examines the ways in which current studies analyze disproportionality through statistical methods, and compares those analyses based on the conceptualization of covariates.
This controversial research article argues that the research does not provide empirical evidence of overrepresentation in special education for Black students. Instead, it argues that Black children are underidentified for special education.
Morgan, Paul, George Farkas, Michael Cook, Natasha Strassfeld, Marianne Hillemeier, Wik Hung Pun, and Deborah Schussler. 2017. “Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis.” Exceptional Children 83 (2): 181–198.
This controversial research article argues that research does not provide empirical evidence of overrepresentation in special education for Hispanic, Asian, and Native American students. Instead, it argues that children are underidentified for special education.
Morgan, Paul, George Farkas, Michael Cook, Natasha Strassfeld, Marianne Hillemeier, Wik Hung Pun, Yangyang Wang, and Deborah Schussler. 2018. “Are Hispanic, Asian, Native American, or Language-Minority Children Overrepresented in Special Education?” Exceptional Children 84 (3): 261–279.
The paper by the Council for Children with Behavior Disorders critically questions the effectiveness of federal policy and disproportionality monitoring mechanisms. It is an important piece to read because it questions how the provisions in IDEA, and compliance to IDEA, can address disproportionate outcomes. It offers practitioners the chance to reflect on how they understand IDEAs relationship to abatement of disproportionate outcomes.
Skiba, R., S. Albrecht, and D. Losen. 2012. CCBD’s Position Summary on Federal Policy on Disproportionality in Special Education. Arlington, VA: Council for Children with Behavioral Disorders.
This research article reviews recent evidence in disproportionality research and discusses methodological issues raised in the literature.
Anastasiou, Dimitris, and James M. Kauffman. 2019. “Cultural Politics, Ideology, and Methodology in Disproportionality Research: A Rejoinder.” Journal of Disability Policy Studies 30 (2): 105–110.
Searchable database makes available California district-level annual performance report measures for special education. Contains data collected from each indicator and performance measures but not the local compliance determination. Any inquires from the general public regarding local district determinations should be directed to the local school district.
This research study found that teachers gave African American students significantly higher statistical ratings for hyperactive behaviors than did the children’s mother or the children themselves.
Linton, Kristen F. 2015. “Differential Ratings of Specific Behaviors of African Americans Children in Special Education.” Child and Adolescent Social Work Journal 32 (3): 229–235.
The article describes ways in which students with disabilities have been perceived in practice. It is useful for practitioners that seek to reflect on commonly held perceptions about race and disability and how these ideas can influence practice.
Harry, B. and Klingner, J. “Discarding the Deficit Model.” Educational Leadership. 64(5), 2007: 16-21.
Includes slideshow, trainers guide, and participant handouts for explaining what states, districts, and schools must now do to address disproportionate representation, including significant disproportionality, as outlined in IDEA 2004.
NOTE: After September 30, 2014 all of the NICHCY resources will be housed in the Center for Parent Information and Resources Library at http://www.parentcenterhub.org/resources
National Dissemination Center for Children with Disabilities: NICHCY (2005).
This research study synthesizes literature on special education disproportionality in international contexts and identifies trends across student groups and countries, including the ways in which scholars have examined this topic. Results show that studies focused mainly on the overrepresentation of ethnic minority, immigrant, and Indigenous populations in European or English-speaking nations.
Cooc, North, and Elizabeth W. Kiru. 2018. “Disproportionality in Special Education: A Synthesis of International Research and Trends.” The Journal of Special Education 52 (3): 163–173.
