"Disproportionate Representation in Special Education: What Are Some Promising Solutions?"

            There are two approaches discussed in Education for All that address disproportionate representation.  They are response-to-intervention, and culturally responsive instruction.  The RTI model is beneficial in that it places all students in a general education classroom and they are closely monitored in this environment first to see how they progress.  The support is given within the general education class when needed (Jiminez and Graf, 2008). I am not a teacher in the classroom, therefore I don’t have any direct experience, however culturally responsive instruction should be used for every student.  One reason there are so many African American students requiring special education services is that they talk in a black dialect that is very different than the standard English textbooks they are using in the classroom.  Differentiated instruction and accommodations need to be made for them to interpret these books.  To them, it’s like reading a book in a different language.  In the early 1900’s many of our largest cities saw an influx of immigrants in its cities schools.  The immigrants went to schools where both the language and culture were different from their own.  Many of the immigrants had to repeat grades, and eventually dropped out of school.  This happened to my mom’s oldest brother Jake.  The only language he knew was Ukrainian, which was the only language spoken in the home when he was sent to school.  There weren’t any accommodations made for him and he eventually dropped out to go to work in the coal mines. 

            The previous school I was a school nurse at was in a poor urban area with a large percentage of African American students.  There are also a large number of poor students in my current school.  Poverty, along with a student’s family background is a huge factor in whether a student will have success in the classroom.  Many of my students lack the proper nutrition and do not have adequate healthcare that could give them the best opportunity to succeed.  They do not have the “luxury” of just worrying about having to study for a test or complete their homework at home in the evening.  Many have no food at home, or have incarcerated or drug addicted parents.  Some families are also facing homelessness. This is the reality in many of our city’s schools today.  As a nurse, I work closely with the families and school liaisons to determine who is most in need and what services are needed to help these families. I feel as a nurse I must act as the student’s advocate.  When a student comes into the health clinic I have to assess the “whole” student to determine what their needs are.  Are they sick, hungry or tired?  Do they just need a hug or an encouraging word or smile; because this may be the only positive action they receive the entire day.  Many mornings I deal with student’s coming in late who haven’t eaten anything since they got up.  Many also come dressed in dirty clothes or inappropriate clothes for the weather.  I work closely with churches in the area who are willing to donate items or food.  Many have been very generous.  All of us working in the school system must be cognizant of each student’s unique needs and deliver appropriate care and instruction that respects their culture.  Every student needs and deserves this.  As stated by Jiminez and Graf (2008), in Education for All, “When children and their parents are respected and valued, the entire learning environment benefits by creating a supportive and improved school climate.” (p.162)