As history has proven, segregation
and discrimination found its way into the classroom decades ago. People of
color, such as African Americans were being placed in special education classes
with having a disability. This was a sly means of segregating the students from
the white population, even after the ruling in Brown v. Board of Education (Graf & Jimenez 2008, pg. 136). Another
group that faced discrimination were Latino children. They were rejected from
equal school on the grounds that they could not speak English. However, after
two crucial court cases (Diana v.
California State Board of Education and Guadalupe
Organization v. Tempe Elementary School District) and favorable rulings, this helped in instating a nondiscriminatory
testing process. The latter case also involved Native American students (Graf
& Jimenez, pg. 137). Overrepresentation, or “unequal proportions,” is at
the forefront of it all (Graf & Jimenez 2008, pg. 137). So, how can one
begin to resolve the aforementioned issues?
Some promising solutions for disproportionate representation in Special
Education is Response-to-Intervention (RtI), and becoming familiar with the
culture and background of the student. The three-tiered format of RtI is
uniquely designed to suit the student. It is scientifically-based research
proven effective. This will assure that the student is receiving a sufficient
opportunity at being educated (Graf & Jimenez 2008, pg. 150). It will also
help to lessen disproportionate representation (Graf & Jimenez 2008, pg.
147). In Education For All, by
Victoria L. Graf and Terese C. Jimenez, they allude to helpful practices to aid
educators in working with culturally and diverse students: Accommodation,
Incorporation and Adaption. These three steps can be essential to the student
and his/her family. Relationships need to be created and effective
communication is a necessity. The teacher and the students’ family can build a
support system for the student in order for him or her to succeed (Graf &
Jiminez 2008, pgs. 148-149). Both approaches can prove effective if done
correctly.
Jimenez, Terese C. & Graf, Victoria L. Education For All. (2008).
Another solution is to educate staff on cultural responsiveness. It is important for teachers to know their students background and culture. Minority students would benefit from getting the material in a way that is engaging and effective for them. To make this an effective approach though, teachers need on going professional development on culture responsiveness and how it relates to teaching minority students.
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