Diversity and special education

1. Chapter 3
Accepting Responsibility for the
Learning of All Students
Based on: Special Education for Today’s Teachers: An Introduction,
by Rosenberg, Westling, and McLeskey (second edition)
and adapted from PowerPoint created by the
National Dissemination Center for Children with Disabilities.

2. Chapter 3 Questions
• What is “disproportionality” and why is it
important?
• How can we explain discrepancies in educational
outcomes for children?
• What is the demographic divide and why is it
important?
• What do successful teachers believe and do to
enhance the educational futures of all children?

3. What is Disproportionality?
% of students of a specific ethnicity or race
Overrepresentation
In special education In school’s population
Rosenberg/Westling/McLeskey Copyright © 2008 by Pearson Education, Inc.
Special Education for Today’s Teachers: An Introduction All Rights Reserved

4. What is Disproportionality?
% of students of a specific ethnicity or race
Underrepresentation
In special education In school’s population
Rosenberg/Westling/McLeskey Copyright © 2008 by Pearson Education, Inc.
Special Education for Today’s Teachers: An Introduction All Rights Reserved

5. Statistics
African-American children
and American Indians/
Alaskan natives are
overrepresented in
intellectual disability, learning
disabilities, and emotional/
behavior disorder categories.
Rosenberg/Westling/McLeskey Copyright © 2008 by Pearson Education, Inc.
Special Education for Today’s Teachers: An Introduction All Rights Reserved

6. Statistics
African-American and
Hispanic students with
disabilities are more likely to
be educated in separate
special education classrooms
or schools than European
American students.
Rosenberg/Westling/McLeskey Copyright © 2008 by Pearson Education, Inc.
Special Education for Today’s Teachers: An Introduction All Rights Reserved

7. Statistics
In schools with
predominantly European
American
populations, disproportionate
ly high numbers of minority
students tend to be placed in
special education.
Rosenberg/Westling/McLeskey Copyright © 2008 by Pearson Education, Inc.
Special Education for Today’s Teachers: An Introduction All Rights Reserved

8. Why Does Disproportionality Occur?
• Failure to educate children from diverse
backgrounds in general ed.
• Lack of access to effective
instruction
• Under-prepared teachers
• Insufficient resources
• Poverty
• Demographic divide between
teachers and students
• Misidentification
Rosenberg/Westling/McLeskey Copyright © 2008 by Pearson Education, Inc.
Special Education for Today’s Teachers: An Introduction All Rights Reserved

9. IDEA 2004
• States must monitor levels of
disproportionality.
• If disproportionality occurs, districts must:
• Review and revise (if appropriate) policies
and procedures used in identification and
placement
• Use 15% of Part B funds for early intervening
services
Rosenberg/Westling/McLeskey Copyright © 2008 by Pearson Education, Inc.
Special Education for Today’s Teachers: An Introduction All Rights Reserved

10. Perceived “Normal” Student Behavior
• Takes turns speaking
• Deferential to adults
• Sit and listen for extended periods of time
• Looks teacher in the eye when reprimanded
• Uses standard grammar and pronunciation

11. Teacher Perceptions of Difference
• Students not behaving as expected by
European American, middle-class teachers
are more likely to be referred to special ed.
• Cultural differences may cause educators to
inaccurately judge students as poorly behaved
or disrespectful.
• Teachers my misinterpret typical second
language acquisition as disability or may fail to
perceive a disability.

12. Culturally Relevant Teaching
• Know yourself and culture’s role in perception
• Learn about students’ backgrounds, experiences
• Learn not to judge
• Include materials that reflect students’ culture
• Relate instruction to
interests, experiences, families, and culture
Rosenberg/Westling/McLeskey Copyright © 2008 by Pearson Education, Inc.
Special Education for Today’s Teachers: An Introduction All Rights Reserved

13. Culturally Relevant Teaching
• Develop a vision of students who succeed
• Have high expectations for achievement and
behavior
• Focus instruction on strengths while
building capacity in weaker areas
• Support students until they succeed
• Create a sense of community
• Equity = caring = meeting needs
Rosenberg/Westling/McLeskey Copyright © 2008 by Pearson Education, Inc.
Special Education for Today’s Teachers: An Introduction All Rights Reserved