Core Principles_ Disproportionality in Identification for Special Education – Learning Disabilities Association of America

The U.S. Department of Education (USED) addressed racial and ethnic disparities in special education eligibility, placement, and discipline in December 2016.
Disproportionality in special education and school discipline disproportionately affects students of color, particularly those with disabilities.

Students of color, particularly from marginalized backgrounds, face exclusionary discipline and increased placement in segregated settings.
There is a need for educators and policymakers to address these issues to ensure all students have access to rigorous education.

Overidentification and Underidentification: The USED emphasizes the importance of proper identification of students with disabilities:
- Overrepresentation in special education among children of color is acknowledged.
- Misidentification must be prevented, ensuring that all suspected students receive appropriate evaluations and services.

USED guidance outlines that students with disabilities have the civil right to receive individualized special education.
The establishment of a methodology is critical to determine significant disproportionality based on race and ethnicity.
Both under- and over-identification need careful consideration to ensure fair access to special education.

Disproportionality is multi-faceted and depends on various factors.
Advocates stress that racial and ethnic factors should not impede access to services required by the Individuals with Disabilities Education Act (IDEA).
Historical context: Studies dating back to 1968 indicate educator and societal biases contributing to higher placement rates for students of color in special education.

Some research suggests that, contrary to previous beliefs, students of color may actually be under-identified for special education services when compared to their white counterparts, despite having similar levels of need.
Achievement gaps are a major factor contributing to minority over-representation in special education.
Structural issues in education contribute to this disproportionality, warranting focused research and policy changes.

Access and Quality of Early Education: Disparities exist in access to early education, healthcare, and nutrition, which correlates with academic success and the identification of disabilities.
Children from disadvantaged backgrounds are disproportionately affected by environmental toxins, which impact brain development and educational outcomes.
The role of educator bias: Implicit biases and cultural misconceptions regarding students of color may hinder appropriate evaluations.

Educators need training to differentiate cultural differences from disabilities and to apply frameworks such as culturally responsive teaching.
Policymakers and school systems should disaggregate data related to student identification and academic outcomes by various demographics to better address inequities.
LDA advocates for increased funding and focus on equitable access to healthcare, nutrition, and education for all children.

Until systemic racism, social inequities, and implicit biases are fully understood and addressed, students of color and those with disabilities will continue to face barriers in educational identification.
LDA envisions a future where learning disabilities are understood universally, ensuring all individuals are supported and empowered.