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Disproportionality of Minority Students in
Special Education
School of Education, Liberty University
EDSP723 Administration and Supervision of Special Education
February 2, 2025
Abstract
Minority students continue to be disproportionately placed in special education for services that
do not adequately meet their academic, social, and emotional needs. Current scholarly research
indicates that historical segregation practices, systemic biases, and disparities in educational
resources remain key topics for this consistent issue in special education. Research says biased
assessments, educator biases, and socioeconomic disparities limit equal access to adequate early
intervention and fair disciplinary measures. This paper explores the factors that have contributed
to the disproportionality of the high percentage of minority students being identified for special
education services, as well as highlighting solutions to prevent these disparities.
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Keywords: Disproportionality, minority students, systemic biases, disparities,
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Classifying students for special education services should be an impartial data-driven
procedure designed to support students with specific disabilities. Despite the objective purpose of
classification, minority students such as Black, Hispanic, and Native American students are
subjectively classified in specific programs at a much higher proportion for emotional and
intellectual disability categories. (Barrio et al., 2023; Katsiyannis et al., 2023). Whitley (2022)
argued that subjectively classifying minority students in emotional and intellectual categories
frequently assign these students with disabilities to restrictive environments. These restrictive
environments prevent equal access to advanced programs that are relevant and rigorous for
career and college planning opportunities.
The implementation of The Individuals with Disabilities Education Act’s purpose was to
protect students with disabilities and enforce education policies that allow for equitable and equal
educational resources for students receiving these special education services (Katsiyannis et al.,
2023). According to Tefera and Fischman (2020), after Brown v. Board of Education, systemic
biases and inequities continued within special education services. Brown v. Board of 1954 ruling
was to end segregation in public education. Eventually, numerous research studies revealed
trends of systemic racial bias in the referral process, proving that there was an overrepresentation
of minority students in categories subjective of specific emotional and intellectual disabilities
that also hindered access to equitable resources and non-biased assessments aligned with
rigorous instruction (Sullivan et al., 2020; Elder et al., 2021).
Elder et al. (2021) pointed out that disproportionality means more than overrepresented in
special education. There are additional factors such as underfunded schools in economically
disadvantaged communities, limited intervention resources, and more severe disciplinary
consequences assigned to minority students with disabilities. All of these systemic factors
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contribute to minority students being exposed to educator biases and educational disparities
(Whitley, 2022; Katsiyannis et al., 2023). Due to these continuing factors inhibiting an inclusive
and proper education for minority students, it is critical to probe the following research question:
What factors have contributed to the disproportionality of the high percentage of minority
students being identified for special education services?
Importance
All students are entitled to an equal chance to be successful. Sullivan et al. (2020) stated
that when minority students are disproportionately placed in special education, the opportunities
to have equitable access to a rigorous education and career and college exposure become limited.
This practice in special education may also expose minority students to racial discrimination or
bias, preventing these students from being challenged academically. Overidentification in special
education is a concern because being stigmatized can negatively affect confidence and
motivation. It is important to ensure that all evaluations are not misused to classify minority
students for educational placement. Students should be placed in educational settings that truly
meet all of their needs and not separate them from the most inclusive environment with their
peers. I selected this topic because as a parent, I was compelled to advocate for my son to receive
an equitable education in the school setting. When my son was evaluated and classified for gifted
services and a language disability, he was initially excluded from advanced courses in middle
school. This exclusion reinforced my professional and personal awareness of systemic barriers
minority students face in being classified for special education services.
Many minority families encounter these systemic barriers and lack the knowledge or
resources to address these factors because they are unaware of their IDEA rights to advocate for
their children receiving special education services (Katsiyannis et al., 2023). Elder et al. (2021)
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stressed that by addressing systemic barriers that lead to disproportionate identification, schools
are able to foster more inclusive educational environments and provide every student with the
resources needed to succeed academically.
Significance
Katsiyannis et al. (2023) stated that although the Individuals with Disabilities Education
Act (IDEA) was created to provide all students with disabilities fair classification and placement,
there is still inconsistent implementation that has enabled disproportionality of minority students
being placed in restrictive settings away from their peers. Regardless of this legal protection,
some school districts still use biased evaluative tools that disproportionality place minority
students in emotionally and intellectually disturbed environments. Elder et al. (2021) stated that
special education policies have consistently aligned with larger racial inequities in education,
such as segregating minorities in lower-performing schools, being underfunded, and having
fewer resources. Systemic barriers continue to affect how minority students were placed for
special education services despite civil rights laws and legislation such as IDEA and the Civil
Rights Acts of 1964. Cultural incompetence among educators without understanding the cultural
and societal differences of minority students plays a significant role in the misinterpretation of
how students learn.
Barrio et al. (2023) emphasized that struggling students must be provided equal access to
a plethora of educational resources such as targeted intervention tools, fair and equitable
assessment, and professional development available for teachers to enhance their instructional
strategies and cultural competence. Studying this topic is significant because oftentimes, these
minority students do not have disabilities; however, because of systemic biases causing barriers
in educational resources, these students are being identified for special education services. Also,
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learning about the disproportionality of how minority students are identified for special
education services gives educators and legislative policymakers the data needed for purposeful
reform.
Impact
According to Sullivan et al. (2020), current educational practices involving a high
percentage of disproportionality in identifying minority students for special education services
continue to restrict academic opportunities primarily for Black and Hispanic boys. Black and
Hispanic boys continue to be disproportionately placed at high percentage rates in special
education based on biased assessments that do not consider the cultural and linguistic
background of the student. Tefera and Fischman (2020) argued that minority students struggling
in the general education environment should receive more targeted interventions that will also
positively affect their social and emotional success. Current research identifies the main purpose
of special education services, which should be explored frequently to determine if best practices
and policies are intentionally being followed in low-performing schools (Sullivan et al., 2020).
Consistent trends show increased placements in the overrepresentation of minority students in
special education. Regardless of current IDEA policies in place, minority students continue to
lead placement in emotionally disturbing classifications. Tefera and Fischman (2020)
emphasized the need to focus on the training needed to remove stereotypes and implicit educator
biases. If these factors are not addressed, the cultural competency gap will continue to increase.
Analyzing the research as it relates to the effectiveness of the Multi-Tiered Systems of Support
(MTSS) and reflecting on the factors that contribute to the disproportionality of the high
percentage of minority students in special education is critical. I learned that disproportionality is
more about systemic barriers and patterns that have caused minority students to be
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misunderstood and inappropriately classified for special education services. Ensuring that all
students succeed and receive the appropriate education they deserve involves efforts by all
stakeholders to deconstruct factors that allow disproportionality practices even to exist.
Biblical Worldview
“Speak up for those who cannot speak for themselves, for the rights of all who are
destitute” (New International Version Bible, 1978/2011, Proverbs 31:8-9). The Bible teaches us
to speak for those who cannot speak for themselves. From a biblical worldview, these passages
employ educators to speak up against bias systems that disproportionately identify minority
students for special education services that are not aligned with their actual disability. Believers
must advocate for minority students in marginalized communities who are incapable of speaking
up for themselves. This advocacy to speak up for minority students also calls for schools to
investigate if assessments are truly identifying the root cause for learning deficits and
communicate with teachers about the importance of training in effective cultural competency
(Elder et al., 2021).
Conclusion
Addressing disproportionality in special education requires consistent research and the
appropriate advocacy to dismantle the factors that contribute to this issue. As Elder et al. (2021)
stated, the history of segregation and unfair policies allowing discrimination based on race and
culture restricted minorities to a quality education. These systemic barriers remain a prevalent
factor defining educational practices today. Although IDEA and the Civil Rights Act of 1964 are
in place, minority students are still disproportionately placed at higher percentages than
nonminority students. Minority students are negatively affected by inadequate and inconsistent
intervention programs that place them in restrictive environments with less rigorous programs
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(Katsiyannis et al., 2023). It is critical to provide the cultural competence training needed to
assist educators with the skillset needed to identify what cultural differences, academic abilities,
and socio-economic factors their students may bring to school (Whitley, 2022).
According to Tefera and Fischman (2020), professional development in cultural
competence and MTSS interventional strategies is critical for all stakeholders to understand the
special education referral process. This deliberate effort will empower schools, parents, and
community partners with the opportunity to work collaboratively to implement significant
change that promotes fair and just policies in appropriately identifying minority students for
special education services. Lastly, real transformation will require a shift in how school systems
as a whole recognize and support marginalized students and the communities they may live in
(Elder et al., 2021). The research included in this paper highlighted the importance of identifying
special education as a support system requiring equitable practices and resources for minority
students. Katsiyannis et al. (2023) emphasized a comprehensive approach integrating consistent
advocacy with actionable policy reform, educational amendments, and a biblical worldview of
justice and fairness; stakeholders will create systems of support that value all students regardless
of their abilities, race, or socio-economic background (Katsiyannis et al., 2023; Whitley, 2022).
References
Barrio, B. L., Ferguson, S. L., Hovey, K. A., Boedeker, P., & Kluttz-Drye, B. (2023). Voices
beyond the numbers: A systematic review of qualitative studies of disproportionality in
special education. Preventing School Failure, 67(1), 39–47.
https://doi.org/10.1080/1045988X.2022.2101422
Elder, T. E., Figlio, D., Imberman, S., & Persico, C. (2021). Segregation and racial gaps in
special education: New evidence on the debate over disproportionality. Education Next,
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21(2), 62–68. https://doi.org/https://www.educationnext.org/segregation-racial gaps-
special-education-new-evidence-on-debate-over-disproportionality/
Katsiyannis, A., Zhang, D., Ettekal, I., Chang, W.-H., Li, P., Bigger, B., & Hullett, M. (2023).
Minority representation in special education: 5-year trends from 2016–2020. Advances in
Neurodevelopmental Disorders. https://doi.org/10.1007/s41252-023-00387-6
New International Version Bible. (2011). New International Version Bible
Online. https://www.biblegateway.com/versions/New-International-Version-NIV-
Bible/Links to an external site. (Original work published 1978)
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investigation of disproportionate special education identification of U.S. Asian American
and Pacific Islander students. Exceptional Children, 86(4), 449–467.
https://doi.org/10.1177/0014402920905548
Tefera, A. A., & Fischman, G. E. (2020). How and why context matters in the study of racial
disproportionality in special education: Toward a critical disability education policy
approach. Equity & Excellence in Education, 53(4), 434–449.
https://doi.org/10.1080/10665684.2020.1791284
Whitley, S. F. (2022). Racial/Ethnic disproportionality and special education assessment:
policy analysis and recommendations for practice. Universal Journal of Educational
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