The document discusses discrimination and disproportionate representation of minority students in special education programs. It notes that black students are three times more likely than white students to be labeled mentally retarded. Schools in whiter districts with whiter teaching staffs place more black and Hispanic students in special education. The category of specific learning disability accounts for almost half of special education referrals. Schools have financial incentives to classify more students as disabled to receive more state and federal funds. Minority students are often inappropriately placed in special education classes due to low expectations from teachers and a lack of early intervention services.

1. Discrimination inSpecial EducationPresentation EDU 103 Instructor: John Graham Student: John Zaroba

3. Special Education Overview Harvard Civil Rights Project reveals that black children are three times more likely than white children to be labeled mentally retarded (Cottle 15). Thomas B. Fordham Foundation shows that the whiter the school district and the whiter the school district and the whiter the teaching staff, the higher the percentage of black kids ( and to a lesser degree Hispanics) shuffled into special education (Cottle 15). Reason, failure to grasp cultural differences is the key disparity (Cottle 15). SLD (Specific Learning Disability) category accounts for almost half of special education referrals (Cottle 15).

4. Special Education Disproportion of minority student in some programs (Gallagher 525). Expanding definition of what legally qualifies as disabled (Gallagher 525). Perverse incentives for schools to categorize students as disabled (Gallagher 526). Children classified as learning disabled, state and federal funds come rolling in (Gallagher 528).

5. Special Education Poor cultural environment responsible for children being indentified as mildly mentally retarded or learning disabled (Gallagher 521) Limited Expectations (Gallagher 522). Outcomes viable employment and reasonable lifestyle (Gallagher 524). Intervention is delayed until late in the secondary school program. (school officials do not want to be accused of discrimination) (Gallagher 524). Child are discouraged and drop out either physically or mentally (Cottle 15).

6. Special Education Special Education classes become a dumping ground (Cottle 14). Services for young children with learning difficulty not available to general education teachers (Cottle 15). School psychologists, counselors and specially trained teachers only available in special education (Cottle 15).

7. Special Education Full inclusion, presumes that children with learning disabilities or mental retardation would be studying the same curriculum as average students, but perhaps slower (Gallagher 526). No plan in inclusion to separate children that will not develop beyond 10 or 12 years old (Gallagher 526).

8. Works Cited Cottle, Michelle. "Reform School." New Republic. (2001): 14-15. Print. Feuerberg, Gary. "Combating Racial Discrimination in the 21st Century." Epoch Times (2009): 1-3. Web. 21 Sept 2010. <http://en.epochtimes.com/tools/printer.asp?id=52428>.

9. Works Cited Gallagher, James. "The Pull of Societal Forces on Special Education." Journal of Special Education. (1994): 521-530. Print.