When we think of Special Education, we usually think of a safety net—a way to ensure every child gets the tools they need to succeed. But what happens when that net is spread unevenly?
Disproportionality occurs when students from certain racial, ethnic, or linguistic groups are identified for special education services at rates significantly higher (or lower) than would be expected given their proportion within the student population. For example, in Nebraska, Black students make up approximately 6% of the population while nearly 9% of students identified for special education are Black. Similar numbers occur for Hispanic/Latino and Native American students.
The Trap of Low Expectations
One of the most immediate dangers of “over-identifying” students for special education services is that expectations for that student may be instantly lowered. As a result:
- Students are frequently removed from the general education curriculum.
- They may miss out on advanced placement opportunities.
- The "label" can follow them, subtly shifting how teachers perceive their potential.
Research shows that when schools are inclusive and students receive the supports they need in their typical classrooms, they are not disproportionately isolated or segregated and left out of the mainstream of the school. They have the opportunity to learn the essential life skills that will enable them to lead productive and participatory lives in their communities. Unfortunately, for students of color, they are disproportionately placed in segregated settings for educational supports.
Social Isolation and Stigma
A student being regularly separated from their peers can lead to:
- Social Alienation: Feeling "different" or "less than" their classmates.
- The Labeling Effect: Coming to believe they are not capable based on the “label”, which can affect how they function and see themselves well into adulthood.
Students who feel like they don’t belong and that they won’t be successful often times drop out of school and engage in risk behaviors that increase the likelihood of involvement with the criminal justice system.
The "School-to-Prison Pipeline" Connection
There is a link between disproportionality and disciplinary action. Students of color in special education are statistically more likely to be suspended or expelled than their white peers with the same disability labels.
Moving Toward Equity
Addressing disproportionality isn't about hitting "quotas"; it’s about accuracy and empathy. It requires:
- Culturally Responsive Teaching: Recognizing that a "behavioral issue" might actually be a cultural mis-match.
- Better Screening: Using multi-tiered systems of support (MTSS) before jumping to a formal special education referral.
- Training: Helping educators recognize the "invisible" filters through which they view student performance.
Special education should be a door to opportunity, not a destination for those the system doesn't know how to handle. By continuing to recognize disproportionality, we can strengthen and help ensure that the safety net works effectively for everyone who needs it.
Patricia Cottingham, EdD is the coordinator of Disability Rights Nebraska's Inclusive Education Lay Advocacy Program. Dr. Cottingham has been an advocate for people with Intellectual and Developmental Disabilities since 1995 when she began her career working with an adult provider of community-based services. Prior to that she taught middle school students and non-traditional adults attending a local business school. Her passion is for the inclusion of all people in their communities living, learning, and working together.
Back of head: Photo by Taylor Flowe on Unsplash
