What is overrepresentation in special education?
“Overrepresentation” here refers to circumstances in which a racial or ethnic group has greater representation in special education than in the general population.
How can you help ELLs with special needs?
English Language Learners with Special Needs: Effective Instructional Strategies
- Prevention of school failure.
- A shared knowledge base.
- Recognition of the students’ native language.
- Collaborative school-community relationships.
- Academically rich programs.
- Effective instruction.
- Early intervention for struggling learners.
Why are boys overrepresented in special education?
Overrepresentation of minorities in special education is a growing problem in schools today. Research indicates that factors such as test bias, poverty, poor general education instruction, and insufficient professional development for working with diverse students can cause this overrepresentation.
What is the issue of disproportionate representation in special education?
What is Disproportionate Representation? The basic premise of disproportionate representation is that, all other things being similar, students from different groups should be identified for special education services in similar proportions.
What factors influence the overrepresentation of culturally and linguistically diverse students who receive special education services?
From this perspective, factors that cause overrepresentation include the failures of the general education system, inequities in the referral, assessment and placement process, and the subjectivity of high-incidence disability categories.
What are the contributing factors associated with overrepresentation of minority students in special education?
Studies have found that test bias, lower teacher expectations, lack of communication with parents, ineffective teaching strategies, mandated teacher accountability, and lack of experience in multiculturalism all contribute to the overrepresentation of minorities in special education.
How do you address special education needs in the ELL classroom?
Actively invite students’ languages and cultures into the classroom. Explicitly teach study skills/habits, as well as effective ways of using educational resources and materials. Provide visuals to support academic work. Encourage re-reading of tasks/instructions.
What are characteristics of ELLs with special needs?
ELLs may have difficulties in a number of areas: receptive and expressive oral language, vocabulary, morpho- syntax, grammar, word reading, text reading fluency, and/or reading comprehension. They may also show delays in learning academic content and with socialization.
What are the factors contributing to disproportionate representation?
The factors include that contribute to disproportionality are, the influence of poverty, test bias, unequal resource allocation, the referral process, and behavior management practices, as well as cultural mismatch.
What are three factors influencing disproportionality in special education?
“Significant disproportionality” refers to three separate but related trends that impact a student’s educational experience: (1) identification for special education (also called eligibility); (2) educational placement (once identified as eligible for special education); and (3) discipline.
What accounts for the disproportionately high representation of Ells?
Research indicates that one of the factors affecting this overrepresentation of ELs is the difficulty educators have distinguishing students who truly have special education needs from students who are learning English as a second language (Artiles & Klingner, 2006).
How can overrepresentation be prevented in special education?
What Can Be Done To Reduce Overrepresentation?
- Develop a district-wide vision for the education of all students.
- Review traditional school practices to identify and address factors that may contribute to student difficulties.
- Redefine staff roles to support a shared responsibility for all students.
Why are minorities underrepresented in special education?
The researchers explain their results by suggesting that minority children may be underrepresented in special education due to factors including: socioeconomic, cultural and linguistic obstacles, the stigma of disability, language barriers and being stuck in under-resourced schools.
What are the main causes and concerns about ELLs misidentification for special education services?
Reasons for the Misidentification of Special Needs among ELLs
- Prevalence of a Medical Model.
- Availability of Categorical Funding.
- The Need to Provide Relevant Services in a Timely Manner.
What barriers might English learners with special needs face?
However, ELLs with special needs have additional obstacles that impact their education besides cultural and linguistic differences. As such, salient critical issues, including identification and assessment, teacher preparation and professional development, and legal and policy issues, will be discussed.
Why is the overrepresentation of English language learners in special education such an important issue?
Overrepresentation is a chronic issue that requires our attention. On many levels, this is likely occurring due to educators’ lack of training, familiarity, and preparedness to teach diverse populations. That is, students who are “different” from their teachers are all too often regarded as having disabilities.
What supports do EL students avoid overrepresentation in special education?
changes need to take place in order to prevent overrepresentation of ELLs in special education and enable adequate scaffolding of instruction in the general education classroom. that supports their oral language development, vocabulary, and academic language development.
What are three factors that contribute to the disproportionate representation of diverse learners in special education and why do they contribute to overrepresentation?
What are several factors that affect the identification of ELLs with special needs?
What are the 5 barriers for persons learners with disabilities?
Let’s take a look at five of the common barriers to participation that people with a disability may face.
- Attitude. People’s perceptions of what it’s like to live with a disability is one of the most foundational barriers.