Tyrone N. Butts
APE Reporter
16
State: Disproportionate number of blacks in special ed
Mississippi education officials say they are aware a disproportionate number of
black children have been routed to special-education programs in public schools
and are working to correct the problem.
Discrimination is likely one reason, but educators say the root of the problem
goes much deeper.
"It most certainly is a national issue of grave concern to all of us," said Jane
Browning, executive director of the Learning Disability Association of America.
"It's more complicated than a simp
e case of racial prejudice."
Melody Bounds, director of the Office of Special Education at the Mississippi
Department of Education, said cases where unusually high numbers of black
chi
ldre
n are assigned to special-education programs are more obvious in Southern
stat
es, "but we do have the largest population of black students as well."
"The biggest issue is making sure we have schools that are responsive to the
needs of all students," Bounds said. "Making sure good instruction is taking
place, making sure teachers know how to differentiate instruction to satisfy of
a diverse group of learners."
She said educators must make sure the assessment technique used to identify
students with disabilities is nondiscrimina-tory.
Department of Education figures reviewed by The Associated Press show blacks,
who account for only slightly more than half of the state's public school
population, made up about 54 percent of
students ages 6 to 21 in
special-education programs during 2002, the most current year for which data is
available.
In addition, blacks accounted for about two-thirds of the so-called
self-conta
ined students - those who spend at least 60 percent of the school day
outside regular classrooms.
Mississippi mirrors a national trend
. In 2002, about 12 percent of the nation's
black children ages 6 to 21 received special-education services, compared with
about 8 percent of Hispanic and 9 percent of white students, according to the
U.S. Office of Special Education Programs.
Nationally, an estimated 10 million blacks ages 6 to 21 made up about 15 percent of the nation's population in 2002 but accounted for about 31 percent of the
self-contained special education population, according to the OSEP documents.
In addition, these students were more likely to be classified as having a severe
disability - such as mental retardation or emot
ional disturbance - than children
of other races.
Gwendolyn Webb-Johnson, assistant professor of special education at the
University of Texas at Austin, said many black students are
mislabeled because<
br>of a lack of cultural understanding.
"Special education is a service, but it becomes a place to remove kids that are
a challenge," said Webb-Johnson. "It's eas
ier, unfortunately in our school
systems, to remove African-American children, and place them in special
education ... away from the general education population."
Browning said socioeconomic status plays a part because black children are more
likely to be poor than white children; and poor children are less likely to
receive early-childhood resources such as reading at home or preschool.
A child starting first grade without having that educational background could be
placed in special education, instead of getting extra help to catch up, she
said.
Brown
ing said early intervention can greatly reduce, or in some cases eliminate
the impact of a learning disability on a child's academic career.
LeRon Jackson, a Jackson State Universit
y student with cerebral pal
sy, knows
firsthand the challenges many black students with disabilities faced in public
schools.
Jackson, who takes a warm smile and his wheelchair to schools and businesses
across Mississippi to promote an understa
nding of people with disabilities, says
there have been positive changes.
The 25-year-old sophomore said in high school a substitute teacher who asked him
if he'd lost his way from the special-education classroom. Jackson started his
elementary school education in self-contained classes before his mother, Hollia
Johnson, found out he could be placed him in a regular education setting.
"I got a fuller education when I got out of self-contained classes," Jackson
said. "I was getting taught more at home than while i
n the (self-contained)
special-education class."
************
Q: What is long and hard on a black man?
A: Third grade.
T.N.B.
State: Disproportionate number of blacks in special ed
Mississippi education officials say they are aware a disproportionate number of
black children have been routed to special-education programs in public schools
and are working to correct the problem.
Discrimination is likely one reason, but educators say the root of the problem
goes much deeper.
"It most certainly is a national issue of grave concern to all of us," said Jane
Browning, executive director of the Learning Disability Association of America.
"It's more complicated than a simp
e case of racial prejudice."
Melody Bounds, director of the Office of Special Education at the Mississippi
Department of Education, said cases where unusually high numbers of black
chi
ldre
n are assigned to special-education programs are more obvious in Southern
stat
es, "but we do have the largest population of black students as well."
"The biggest issue is making sure we have schools that are responsive to the
needs of all students," Bounds said. "Making sure good instruction is taking
place, making sure teachers know how to differentiate instruction to satisfy of
a diverse group of learners."
She said educators must make sure the assessment technique used to identify
students with disabilities is nondiscrimina-tory.
Department of Education figures reviewed by The Associated Press show blacks,
who account for only slightly more than half of the state's public school
population, made up about 54 percent of
students ages 6 to 21 in
special-education programs during 2002, the most current year for which data is
available.
In addition, blacks accounted for about two-thirds of the so-called
self-conta
ined students - those who spend at least 60 percent of the school day
outside regular classrooms.
Mississippi mirrors a national trend
. In 2002, about 12 percent of the nation's
black children ages 6 to 21 received special-education services, compared with
about 8 percent of Hispanic and 9 percent of white students, according to the
U.S. Office of Special Education Programs.
Nationally, an estimated 10 million blacks ages 6 to 21 made up about 15 percent of the nation's population in 2002 but accounted for about 31 percent of the
self-contained special education population, according to the OSEP documents.
In addition, these students were more likely to be classified as having a severe
disability - such as mental retardation or emot
ional disturbance - than children
of other races.
Gwendolyn Webb-Johnson, assistant professor of special education at the
University of Texas at Austin, said many black students are
mislabeled because<
br>of a lack of cultural understanding.
"Special education is a service, but it becomes a place to remove kids that are
a challenge," said Webb-Johnson. "It's eas
ier, unfortunately in our school
systems, to remove African-American children, and place them in special
education ... away from the general education population."
Browning said socioeconomic status plays a part because black children are more
likely to be poor than white children; and poor children are less likely to
receive early-childhood resources such as reading at home or preschool.
A child starting first grade without having that educational background could be
placed in special education, instead of getting extra help to catch up, she
said.
Brown
ing said early intervention can greatly reduce, or in some cases eliminate
the impact of a learning disability on a child's academic career.
LeRon Jackson, a Jackson State Universit
y student with cerebral pal
sy, knows
firsthand the challenges many black students with disabilities faced in public
schools.
Jackson, who takes a warm smile and his wheelchair to schools and businesses
across Mississippi to promote an understa
nding of people with disabilities, says
there have been positive changes.
The 25-year-old sophomore said in high school a substitute teacher who asked him
if he'd lost his way from the special-education classroom. Jackson started his
elementary school education in self-contained classes before his mother, Hollia
Johnson, found out he could be placed him in a regular education setting.
"I got a fuller education when I got out of self-contained classes," Jackson
said. "I was getting taught more at home than while i
n the (self-contained)
special-education class."
************
Q: What is long and hard on a black man?
A: Third grade.
T.N.B.