Getting the Elephant out of the Living Room: Finding Ways to Reduce the Disproportionate Placement of Minority Students Into Special Education Pedro A. Noguera, Ph.D. New York University

I. Why should we be concerned about disproportionality? Children are being misdiagnosed Children are being denied educational opportunities There is no quality control in many special education programs Special education is a costly under-funded mandate

Children are being misdiagnosed There is a substantial body of research that shows many children are categorized simply because the school has not figured out how to serve their needs –Slow readers –Hyper active children –English language learners Some of the categories are broad and the disabilities targeted are difficult to define –Emotionally disturbed Under-representation in certain designations may also be a problem

Children in Special Education are often denied educational opportunities There is still a tendency to isolate special ed students - labeling and the effects of stigma Special education is another form of tracking that is frequently unquestioned Many special ed teachers and aides are poorly trained Too often differences in physical ability or learning are regarded as an indication of inferiority

There is no quality control in most Special Education programs Many students fall further behind the longer they are categorized Very few districts regularly evaluate their special education programs and services Special Education teachers are often marginalized like their students –Inadequate provisions for professional development

Special Education is costly In many districts a disproportionate share of general ed funds are allocated to special education These funds come at the expense of other programs and initiatives Savvy parents are sometimes able to use litigation to compel districts to spend considerable funds on their children

Moving form disproportionality to equitable treatment Use data to monitor patterns and trends Evaluate programs and interventions regularly Ask the tough questions about recommendations for placements Provide all teachers with training on how to work with students with learning disabilities Provide training on how special ed teachers can work effectively in the classroom with other teachers

II. Toward a Theory of Change: What We’re Up Against History of perceiving race and intelligence as linked –Genetic theories of intelligence - Bell Curve, Jensen, Lawrence Summers, etc. –Cultural Theories of intelligence - Ogbu and McWhorter Based on myth of white success Static view of culture Limited understanding of schools

Other obstacles Many families are in distress, neglected children often end up diagnosed as disabled In some communities there is hostility toward minority students and their families and a lack of effective advocates Social safety net disappearing - other unmet needs have an impact on student learning –Undiagnosed sight and hearing disorders

Males of color at risk Females out performing males throughout the country Black and Latino males at greater risk: –More likely to be suspended or expelled –More likely to drop-out –More likely to be placed in restrictive environments under special education –More likely to be missing from honors, gifted and advanced placement –More likely to be under-represented among school personnel (except as custodians, security guards and disciplinarians)

III. Moving Special Ed from the Margin to the Center: Toward a systemic approach Cultivate good teaching through ongoing site-based professional development in –Content knowledge –Pedagogical skill –Relationship building with students Help students to cultivate the attitudes and habits that promote success and academic achievement –Confidence and competence –Self discipline, self motivation –Organizational and study skills Build strong relationships between students and school through creative use of extra curricular activities

Keys to Success Work toward creating a school culture that breaks racial stereotypes –An environment where racial identity and achievement are not linked - Where it is cool to be smart Provide staff with the opportunity to understand the external pressures students face and have devised ways to counter the pull of the streets –gangs, teen pregnancy, pressure to work Devise strategies for helping students to plan and think concretely about their future Teach code switching explicitly, and include life skills as part of the curriculum –The “codes of power” Speech, dress, demeanor

Other Changes that Can Support Higher Levels of Achievement Develop early intervention systems - identify kids who are falling behind, truant or engaging in problematic behavior early Develop partnerships with community based organizations - case management and social work, immigrant services, health and social services Raise staff awareness about “stereotype threat” in testing situations Hire individuals from diverse backgrounds in professional roles –Mentors, role models, moral authority, bridge builders

Cultivating Agency: Influencing the choices that are made by students Educate students about their history and culture Provide opportunities for students to become involved in community service and leadership –Utilize community-centered problem-posing curriculum Channel their energy, don’t crush it –Utilize sports, music and art to promote resilience Listen: provide students with opportunities to have input on what is happening in their schools