What can be done to tackle disproportionality ?
Evidence based research has supported the following strategies to overcome disproportionality in special education for students of color.
Early Intervention: Prerefferral intervention has received the most evidence based practices to over come the racial and SES disparities in special education. Early intervention in special education has been well supported and finding report that students who receive intervention under 5 years old have far greater outcomes in general education than those who do not. The National Research committee (2002) on Minority Representation in Special Education recommends that 'universal screening programs' to be put in place to provide interventions for students who require services.
Culturally responsive curriculum: There is overwhelming evidence to suggest that the current curriculum in place do not represent the cultures of students for CLD background. According to tolerance.org some of the ways the reversing poor academic achievements of CLD students it to develop curriculums that reflect student backgrounds and diversity. They recommend the following:
Culturally responsive teachers: Ensure that staff are culturally competent and understand the economic, political, and social realities in which students and their families live. This improves educators' ability to communicate with the community, helps them to motivate young people in their own learning and supports the school’s efforts to partner with the community.
Response to Intervention (RTI):One of the most contemporary solutions for the education of culturally and linguistically diverse learners is to adopt the response-to-intervention model (RTI) This is a multi-tiered model for the delivery of special education services with its origins in a public health service delivery paradigm (Hoover, 2012). RTI focuses on academic intervention. Its purpose is to identify areas where students need additional support using curriculum-based assessment rather than a discrepancy model, which uses standardized test scores and IQ scores. However, in order for RTI to be effective, schools and school districts must provide adequate training for stakeholders; administrators, teachers and parents. An impairment to understanding RTI on a large scale is that its procedures are underspecified in the 2004 reauthorization of IDEA. Therefore, RTI is currently being implemented in numerous ways across the United States (Fuchs & Compton, 2012). However, the basic framework for RTI remains consistent. It is designed to focus on early intervention and prevention in a (typically)three-tiered system of support.
Positive Behavior Supports:
One of the most effective and research-based solutions used to improve behavior and reduce overrepresentation is the positive behavioral support model (PBS). PBS uses a preventative system of intervention with a focus on positive reinforcement. PBS stems directly from cognitive behavior theory and recognizes that all behavior has a function. The goal is to replace undesirable behaviors with more socially accepted positive behaviors (Crone & Horner, 2003). By having a structure for positive behavior management with a focus on evidence-based intervention strategies, students are able to benefit in the least restrictive environment and the number of referrals for maladaptive behavior will begin to decrease school-wide. Successful PBS programs in urban and multicultural schools require cultural sensitivity, caring and respectful relationships between teachers and students and a nurturing school environment (Utley & Kozleski, 2002).
Inclusive Learning Environment:
Universal Design for Learning (National Center for UDL, 2012) strives for inclusion of most students in general education Modification in:
Evaluations and Assessments of students in native languages (when necessary):
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) specifically addresses students who speak languages other than English. The “determination of eligibility” section of the law stipulates that “a child may not be determined to be eligible under this part if the determinant factor for that eligibility determination is limited English proficiency”. The unique linguistic features that many ELL students exhibit are not considered a disability under IDEA.
Partnerships between community, parents, and school:
School psychologists are in a unique position to advocate for students from at-risk groups by utilizing skills in evaluation and interpretation of research to identify outreach strategies with proven effectiveness. Formation of community schools, partnerships with youth/student initiatives or youth development agencies, and school/community partnerships that facilitate service learning are proven practices that have demonstrated measurable and significant improvements in student engagement and academic achievement.
Empower parents from low income & diverse backgrounds to be involved in decision making:
Facilitating concrete plans of action and delegating responsibilities and expectations for schools, families and community resources is an important part of creating an inclusive culture for supporting students in the school, home and community.
Opportunities for teacher professional training and retention incentives: The more equipped teachers are with dealing with behavior and implementing behavior strategies that are effective the less likely we will continue to see the referral of students in special education. Low performing schools have been proven to have the least experienced staff as well as the highest staff turn over. With incentives that offer professional training and development opportunities, schools are more likely to enjoy the knowledge and experience gained rather than spending valuable resources on recruitment.
Early Intervention: Prerefferral intervention has received the most evidence based practices to over come the racial and SES disparities in special education. Early intervention in special education has been well supported and finding report that students who receive intervention under 5 years old have far greater outcomes in general education than those who do not. The National Research committee (2002) on Minority Representation in Special Education recommends that 'universal screening programs' to be put in place to provide interventions for students who require services.
Culturally responsive curriculum: There is overwhelming evidence to suggest that the current curriculum in place do not represent the cultures of students for CLD background. According to tolerance.org some of the ways the reversing poor academic achievements of CLD students it to develop curriculums that reflect student backgrounds and diversity. They recommend the following:
- Respect for the legitimacy of different cultures
- Empowering students to value all cultures, not just their own
- Incorporating cultural information into the curriculum, instead of simply adding it on
- Relating new information to students' life experiences
- Teaching to the "whole child" and treating the classroom like a community
- Addressing a spectrum of learning styles
- Maintaining high expectations for student success
Culturally responsive teachers: Ensure that staff are culturally competent and understand the economic, political, and social realities in which students and their families live. This improves educators' ability to communicate with the community, helps them to motivate young people in their own learning and supports the school’s efforts to partner with the community.
Response to Intervention (RTI):One of the most contemporary solutions for the education of culturally and linguistically diverse learners is to adopt the response-to-intervention model (RTI) This is a multi-tiered model for the delivery of special education services with its origins in a public health service delivery paradigm (Hoover, 2012). RTI focuses on academic intervention. Its purpose is to identify areas where students need additional support using curriculum-based assessment rather than a discrepancy model, which uses standardized test scores and IQ scores. However, in order for RTI to be effective, schools and school districts must provide adequate training for stakeholders; administrators, teachers and parents. An impairment to understanding RTI on a large scale is that its procedures are underspecified in the 2004 reauthorization of IDEA. Therefore, RTI is currently being implemented in numerous ways across the United States (Fuchs & Compton, 2012). However, the basic framework for RTI remains consistent. It is designed to focus on early intervention and prevention in a (typically)three-tiered system of support.
Positive Behavior Supports:
One of the most effective and research-based solutions used to improve behavior and reduce overrepresentation is the positive behavioral support model (PBS). PBS uses a preventative system of intervention with a focus on positive reinforcement. PBS stems directly from cognitive behavior theory and recognizes that all behavior has a function. The goal is to replace undesirable behaviors with more socially accepted positive behaviors (Crone & Horner, 2003). By having a structure for positive behavior management with a focus on evidence-based intervention strategies, students are able to benefit in the least restrictive environment and the number of referrals for maladaptive behavior will begin to decrease school-wide. Successful PBS programs in urban and multicultural schools require cultural sensitivity, caring and respectful relationships between teachers and students and a nurturing school environment (Utley & Kozleski, 2002).
Inclusive Learning Environment:
Universal Design for Learning (National Center for UDL, 2012) strives for inclusion of most students in general education Modification in:
- Representation (multimedia, field trips, large print, colored paper)
- Engagement (student active participation, group work, practical demonstrations, use of manipulatives)
- Expression (verbal instead of written, Dragon software for students with writing difficulties, peer work, make videos, illustrations,)
- Accommodations and modifications for all students through individual instruction and curriculum
- Assures standardized assessments are accessible to widest range of students including ELLs
Evaluations and Assessments of students in native languages (when necessary):
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) specifically addresses students who speak languages other than English. The “determination of eligibility” section of the law stipulates that “a child may not be determined to be eligible under this part if the determinant factor for that eligibility determination is limited English proficiency”. The unique linguistic features that many ELL students exhibit are not considered a disability under IDEA.
- IDEA further stipulates the “materials and procedures used to assess a child with limited English proficiency are selected and administered to ensure they measure the extent to which the child has a disability and needs special education, rather than measuring the child’s English language skill” and:
- “Are provided and administered in the child’s native language…”.
- IDEA also requires that information provided to parents must be presented in their native language.
Partnerships between community, parents, and school:
School psychologists are in a unique position to advocate for students from at-risk groups by utilizing skills in evaluation and interpretation of research to identify outreach strategies with proven effectiveness. Formation of community schools, partnerships with youth/student initiatives or youth development agencies, and school/community partnerships that facilitate service learning are proven practices that have demonstrated measurable and significant improvements in student engagement and academic achievement.
Empower parents from low income & diverse backgrounds to be involved in decision making:
Facilitating concrete plans of action and delegating responsibilities and expectations for schools, families and community resources is an important part of creating an inclusive culture for supporting students in the school, home and community.
- For example, Northeast Elementary School in Ankeny, IA follows a community education model that calls for collaboration with community-serving organizations, religious groups, the school district, the city and public agencies to provide a wealth of learning experiences for the entire community and especially their students.
- Arizona State University (ASU) designed the American Dream Academy (ADA) to address the specific challenges in graduating from high school and preparing for college faced by large numbers of Arizona’s ethnically diverse but economically challenged population. Nearly 100% of parents who graduated from 10-week parent training programs offered at their local school, which were funded through the ASU Center for Community Development and Civil Rights, reported a significant increase in their understanding of school systems and how to prepare their children for college by helping them successfully navigate those systems (Perilla, 2010).
Opportunities for teacher professional training and retention incentives: The more equipped teachers are with dealing with behavior and implementing behavior strategies that are effective the less likely we will continue to see the referral of students in special education. Low performing schools have been proven to have the least experienced staff as well as the highest staff turn over. With incentives that offer professional training and development opportunities, schools are more likely to enjoy the knowledge and experience gained rather than spending valuable resources on recruitment.
What does equity in education look like?
There is a plethora of data that tell us what we are doing..so what does it look like when schools in urban areas to achieve equity in their schools and students of color prosper in nurturing environment?
Harlem Childrens Zone (Geoffrey Canada, NY): Supporting the role of Early Education, Geoffrey Canada runs programs as early as prenatal classes for parents in low income neighborhoods to college preparation. Offering a wrap around services including in and out of school health and social care. Seeing an increase in graduation rates higher than average local averages and reductions in special education referrals.
Promise Academy. Harlem, NY.
98% scored at or above grade levels in maths outperforming NY state and city
84% scored at or above grade level in English and Language art outperforming NY state and city Rainer Scholars is just one example that has achieved just that.
..Seattle's own success story has been Rainer Scholar program.
Harlem Childrens Zone (Geoffrey Canada, NY): Supporting the role of Early Education, Geoffrey Canada runs programs as early as prenatal classes for parents in low income neighborhoods to college preparation. Offering a wrap around services including in and out of school health and social care. Seeing an increase in graduation rates higher than average local averages and reductions in special education referrals.
Promise Academy. Harlem, NY.
98% scored at or above grade levels in maths outperforming NY state and city
84% scored at or above grade level in English and Language art outperforming NY state and city Rainer Scholars is just one example that has achieved just that.
..Seattle's own success story has been Rainer Scholar program.
What can we do?
SMALL WINS
- Support students in our immediate care
- Establish collaborative partnerships between general educators, special educators, counsellors, school psychologists, and other specialists.
- Establish rapport with parents and students we serve to create a safe and open environment
- Raise awareness of issues affecting students with their communities
- Partner with community leaders to raise parental awareness of services and choices available if they suspect child of requiring additional learning services
- Be aware of our own misconceptions that may influence our decisions about students behavior, learning, and development.
- Recruit and liaise with like minded educators, specialist, parents, and community leaders to establish a community voice against practices and policies that exclude the needs of students of color, CDL students, and those with special educational needs.
- Become involved in policy hearings and voice concerns and experience of this issue
- Write to local representatives about the issues that are still faced by students and families of color
- Create a petition signed by local community in support of urgent change of educational policies that are contributing to the achievement gap and poor outcomes of students of color in special education.