African American Students And Special Education

non-colored students. To obtain more details about these, I will be utilizing outside sources including, Gillian White’s article, “The Data are Damning: How Race Influences School Funding” and Seth Gershenson’s essay, “The Power of Teacher Expectations: How racial bias hinders student attainment”. These two sources directly correlate with the aspects of schools I want to focus upon. In fact, both of these are multi-modal as they have not only historical facts and personal testimonies, but also statistical data that illustrates how much racial bias is incorporated when deciding how much funds a school receives or how some faculty decide to treat certain groups of students. Referencing this data will definitely strengthen and give my claims a lot of credibility, leading me towards the end of my essay. To convince the remainder of audience who wants even more evidence than what I have presented, I will be ending my essay explaining the negative impact racial bias not only has upon lower grade public schools, but how it is affecting future college students as well. Jackie Kerstetter’s article “Racial bias hinder college degree attainment” extends upon my previous claims about teachers exhibiting racial bias has a negative impact upon colored students for the rest

Racial formation is a vast sum of signifying actions and social structures that clash in the creation of complex relationships and identities that is a labeled race. Throughout the history of the United States, a large array of strategies was engaged in regarding education that took advantage of nonwhites. Since policies by those who supposedly “protect our rights” attempted to eradicate social, economic and cultural aspirations, dominated groups were more often than not suspicious of the school 's interests. According to John Ogby, “children from dominated cultures often failed school because they considered the school to be representative of the dominant white culture” (Spring, 101). This portrays racial formation having an effect on equality. “Acting white” meant to attempt to do well in school because

Debates on the overrepresentation of minority students, particularly African- Americans and Hispanics are not new in special education and have characterized research in this field for over three decades. Regardless of time, legislative debate and a great amount of research theories, this problem remains. “In general, research has supported the public concern but the picture is unclear because studies have varied so much with

This week’s reading was focused primarily on inequalities that exist within our education system. This includes situations that arise through misunderstanding, cultural norms, lack of access, funding, lack of diversity within educators, and outdated belief systems. We will also cover the responses that occur due to these inequalities, both on the group and the individual level. Overall, I found these topics to confirm many of my thoughts and experiences during my time as a recruiter. However, when discussing these ideas with my office, where we are a majority Caucasian male, seemed to have a variety of opinions that I was not expecting. Many

Many people ignore the blinding facts that support white privilege but are aware that it exists in society. White privilege impacts every decision made within the educational system. When applying to colleges, a white student is 78% more likely to get accepted than a student of color with identical successes. A study done in 2011 by the US Department of Education suggests that whites are not only more likely to get accepted, but are more likely to receive their bachelor’s degree once they enter (2011 US Department of Education). This recent study demonstrates that white privilege is still relevant in society and must be altered. Even if the education system is not consciously making an effort to support white privilege it is evident that it

American society likes to believe that race relations in our country are no longer strained. We do not want to hear about the need for affirmative action or about the growing numbers of white supremacist groups. In order to appease our collective conscious, we put aside the disturbing fact that racism is alive and well in the great U.S.A. It hides in the workplace, it subtly shows its ugly face in the media, and it affects the education of minority students nationwide. In the following excerpts from an interview with a middle class African American male, the reader will find strong evidence that race plays a major role in determining the type and quality of education a student receives.

The phrase, "If I had only been black I would have gotten into my first-choice college” has been heard recently to explain some of the white people’s view on the topic of affirmative action in educational institutions (quoted in Wise, 2014). By first glance the programs seem as if they are favoring every race besides white because by the looks of it, it is giving the upper hand to every other group. However, by using some of the examples Tim Wise talks about in his article, “Whites Swim in Racial Preference” readers are able to see that the laws are only in place to help level the playing field for all races. Affirmative action programs are not in place to give an advantage to any single racial group but are there to help in eliminating racial profiling when applying for a job or going to college. His idea that whites are just swimming in the privileges like fishes swimming in water, totally unaware that it’s there, is a prime example of why Affirmative Action programs cannot be successful while the white privileges are still existing.

Disproportionate identification of minority students in special education is a major concern in schools today. This paper describes the issues in the assessment process with minority students and how we have arrived at a situation where minorities are being misdiagnosed into special education programs. Additionally, several legal cases are mentioned which show numerous actions and rulings that have tried to correct the disproportionate identification in special education. Some of the legal cases discussed include Larry P. v Riles, Diana v. State Board of Education, and Guadalupe v. Tempe Elementary School, which all significantly impacted special education today. Additionally, the Individual with Disabilities Education Act has enforced

Disproportionality is becoming increasingly prevalent in today’s society. This paper discusses the background, affected groups, and potential recommendations for the mounting problem of disproportionality. Throughout the paper, the reader will delve into the vast topic of over- and under-representation of certain groups within special education. The main groups that are discussed are African Americans, Asians, Caucasians, Native Americans, males, and females. Some are discussed in more details, where others are grazed over. The potential negative consequences of being misidentified and inappropriately placed in special education will be examined.

Special Education has gained most of the money over the years and the cost is increasing. Basic education is seeing less and less every year. With the combination of cost doubling and public schools not receiving much; schools need money. Even an obvious observation is higher class parents in the suburbs send their children to private schools because they believe this will give them a higher education and more resources. These resources and “better education tactics” take a lot of money from the parents. Schools do need to be integrated, but the integration will not cause disparity between the qualities of those schools. Gaining black children in a school has improved their academic achievement. The entrance of black children has not affected

Although in many cases teachers have the students’ best interest at heart and hope to benefit them from a referral for an evaluation, inappropriate labeling can bring serious consequences for pupils. As noted on Truth in labeling: disproportionality in special education (2007), once admitted into the special needs program, students tend to remain in special education classes, they are more likely to encounter less rigorous curriculum and lower expectations, they often face social stigma, and have less contact with academically able peers.

Unraveling the threads of White teachers' conceptions of caring and repositioning white privilege is important for White teachers to understand in a multicultural classroom. Most White educators do not fully understand their unintentional biases when teaching students of color. In the study conducted by two teachers that understood White privilege tested how White racial identities influenced the teaching of students of another race. The study focused on “White racism as unacknowledged White privilege, similar to color blindness.” Although the paper may focus on the idea of racism as color blindness, I personally do not believe in the concept of color blindness.

This research paper is parallel with my thematic core and curriculum because it based on inadequately youth which falls under Special Populations. Special populations in education are groups of people with needs that require special consideration and attention in an educational setting. Students can belong to more than one special population at a time. While no two students will ever have identical needs, awareness of the special populations in education will help you understand the challenges your students' may be facing and develop ways of meeting them (Online). Passionate to be an advocate for the inadequately youth, I need to be knowledgeable and aware of the statistics language and social skills have upon economically disadvantaged students.

For decades, it has been well known that the workforce is stratified, if not calcified, by race. The labor economy isn’t merely laminated because different races and ethnicities cluster in different scores. What is not known, are the oblivious individuals who don’t recognize that being White is “normal” and seeing others as different from normal. They notice that the privilege of being able to assume acceptance as “normal” members of society in a world full of cultural differences. White Americans believe they are equal opportunity employers and it’s a barrier most people of color continually battle. This intentional act of “normal”, is reflected upon how an individual in a nominal education attainment could have a poor measure of labor-market skills because schools vary widely in quality leaving students with the inability to perform well on standardized tests. In “The Invisible Whiteness of Being” written by author Derald Wing Sue, he reveals the unacknowledged advantages white Americans receive and how whiteness is considered to be normative and ideal, automatically conferring dominance on fair skinned people. Education experiences for minority students have continued to be substantially separate and unequal. Curriculum quality affects educational opportunity and with the dramatic differences in the labor economy due to white privilege, the only way to a healthy and equal lifestyle is the quality of the education minorities receive. Another prime example of proving the

The special education system in the United states has drastically changed, but some are questioning where it stands; is it for the better, or for the worse? Many can agree that improvements have helped shape education Acts and school environments which, were proposed in meeting the needs of students with disabilities, but others questioned if it had, at all, started with distinguishing the purpose of inclusion, and if so, is it key in understanding the impact of the special education system on those with disabilities? In order to properly grasp the concept of inclusion, one would have to examine a series of documented research done on inclusion, and how it incorporates to a multitude of opportunities opening up to students