HISTORICAL REVIEW PROJECT OUTLINE 1
Historical Review Project Outline
School of Education, Liberty University
EDSP723 Administration and Supervision of Special Education
January 26, 2025
I. Introduction
A. Research Question - How have disproportionate practices in special education
evolved?
B. I became interested in disproportionate systemic issues in special education
through my professional observations as a public-school administrator and
my personal experiences as a mother of a son excluded from participating in
advanced academic programs due to his learning disability.
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C. Disproportionate practices in special education happen when minority
students are disproportionately identified in large numbers for specific
disabilities in the educational setting.
D. These systemic issues increase the achievement gap and create biases that
are embedded in past practices of segregation that established inequities in
education (Barrio et al., 2023).
II. Importance
A. I chose this topic because it is important to provide every student with
equitable access to a quality education.
B. My personal history with this topic involves advocating for my son not to be
unfairly labeled and excluded from enrolling in advanced-level courses in high
school.
C. This topic is important for awareness to break systemic barriers for minority
students in special education, allow students with identified disabilities more
access to higher education, and increase career opportunities for
advancement
(Sullivan et al., 2020).
III. Significance
A. Disproportionate practices in special education cause significant barriers,
which is a reason the Individuals with Disabilities Act was established to
protect students with disabilities and allow them equal access to a proper
education (Katsiyannis et al., 2023).
B. Disproportionate practices in education began during the beginning of racial
segregation, which promoted systems to place minority students in
lowerperforming schools and restricted educational environments (Elder et
al., 2021).
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C. The Civil Rights Act of 1964 was established to address systemic biases and
barriers, such as negative perceptions of educators and disparities in
educational resources. However, there are still large disparities in equal
access to resources that also continue to affect the overrepresentation of
minorities in special education (Barrio et al., 2023).
IV. Impact
A. Current research concerning disproportionate practices in special education
reveals consistent trends in the overrepresentation of minority students in
special education programs (Sullivan et al., 2020).
B. Educators need more focused culturally responsive professional development
to reduce disparities and educator biases (Whitley, 2022).
C. Despite ongoing legislative reform to prevent disproportionate practices in
special education, the achievement gap continues to increase which
intensifies educator biases and socio-economic disparities (Tefera &
Fischman, 2020).
V. Biblical Worldview
A. The bible teaches us to speak up for those who cannot speak for themselves.
This biblical scripture employs educators to encourage equality and equitable
practices for all students (New International Version Bible, 1978/2011,
Proverbs 31:8-9).
B. From a biblical point of view, the inherent value and importance of equity for
all mankind and justice for all is affirmed in the fact that all individuals are
created in God’s image (New International Version Bible, 1978/2011, Genesis
1:27)
C. The Bible tells us to “learn to do right! Seek justice, encourage the oppressed.
Defend the cause of the fatherless, plead the case of the widow.” Students
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being encouraged and defended by nonbiased, caring adults is critical to
fostering educational environments that are willing to seek justice in what is
right, creating equitable systems in educational practices and dismantling
systemic inequities (New International Version Bible, 1978/2011, Isaiah 1:17).
VI. Conclusion
A. Addressing disproportionate practices in special education requires consistent
research and advocacy in policy reform (Katsiyannis et al., 2023).
B. There are historical roots of segregation that continue to have a direct impact
on marginalized communities (Katsiyannis et al., 2023).
C. Educators have a moral responsibility to value all students, promote justice in
educational practices that value all students, and foster systemic
advancements that empower students to excel regardless of their specific
disabilities
(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,
21(2), 62–68. https://doi.org/https://www.educationnext.org/segregation-racialgaps-
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
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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)
Sullivan, A. L., Kulkarni, T., & Chhuon, V. (2020). Making visible the invisible: Multistudy
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
Research, 10(5), 349-355. https://doi.org/10.13189/ujer.2022.100504
