Disproportionate Representation By Nicole Yozwiak

  SPED Blog Post #4:  Disproportionate Representation in Special Education.  What Are Some Promising Solutions? 

By: Nicole Yozwiak

 

      When reading our book, I came across the definition of over representation which refers to the unequal; proportions of culturally diverse students in special education programs.  When you continue reading it states that the reference to the representation of comparison groups is mostly to white students.  I feel like this kind of judgment is incorrect in the United States today because the society is becoming more and more diverse and there are more experiences with different cultures within the classrooms.  Also, I think that teachers should have more training on how to enrich their classroom with culturally diversity.  With having these students, it can provide a learning experience for all children, if they are placed correctly and the student and teacher can work together. 

            It is important for teacher to understand how they can implement cultural into their teaching and the students learning.  One way in which our book talked about was the three types of practices that provide a framework for implementing culturally responsive instructional practices.  The three frameworks include accommodations, adaptations, and incorporation. The teachers should learn how to accommodate the material presented in class to the students cultural norms and communication styles.  This would be important because if a child cannot relate it to their own life, they are not going to be motivate to learn the material especially if it is difficult for them to begin with.  Next, the adaptation is for the families to help their children learn the new community and gain new experiences through their social, linguistic, and cultural experiences.  Finally, incorporation means that the teachers not only understand the diverse cultures but also acknowledge the certain community practices that are given by different ethnic groups.  

            From some past experience, while working in Lexington, Kentucky at a speech clinic, I remember doing an evaluation for a language delay.  The school sent the child to our facility to do an assessment on this child’s language development.  The only problem was that English was his second language and in order to do a proper assessment, the child had to be given the test in his first language, Spanish.  The problem with this situation was that our facility could only administrate the assessment in English.  Therefore, I feel like the schools should have been aware of this and should have sent him to a facility that could have given the Spanish assessment.   Even though the child may seem like they have a language delay since the class in taught in their second language, does not actually mean that they need special accommodations.  This case can be related to the Diana vs. California State board of Education that was discussed in our book, “Education for All: Critical Issues in the Education of Children and Youth with Disabilities.

            Another solution is what the Athens local school district did in Athens, Ohio.  While volunteering in the elementary schools during my undergrad, I noticed that they had a classroom which consisted of all sorts of ethnic groups and none of the children in that specific classroom had English as their first language.  I feel like this would enhance the children learning abilities within the classroom, because the teacher would be more willing to assist the children in not only learning the academics, but also learning English.  Even though these children may be getting special accommodations, it is specific to their ability and they are not being placed in the special education classrooms or being diagnosed or mislead to having a disability.