By Stephanie Eickstedt
Dr. Paul Morgan, Associate Professor of Education, has recently published findings on how Minorities Are Disproportionately Underrepresented in Special Education in the journal Educational Researcher. This study’s findings, reported on disparities in disability identification, were also mentioned in The Opinion Pages of the New York Times on June 24th, 2015.
The New York Times commentary mentions risk factors that cause disparities between white and black children. These factors affect how black children are identified as having a disability, and how they receive the help and treatment they need for their disability. Some of the factors mentioned included poverty level, health disparities, and misguided beliefs. Dr. Morgan also briefly makes suggestion for ways we can move forward in decreasing racial disparities in disability identification by implementing changes within communities, and school systems. Dr. Morgan’s research challenges the federal legislative and policy efforts that are currently directed towards reducing minority over-representation in special education. His findings suggest that compared to their otherwise similar White, English speaking schoolmates, minority children are less likely to be identified as having disabilities and so receive special education services to which they may be legally entitled (Morgan).
In a statement made to Penn State News Dr. Morgan says, "This underrepresentation may result from teachers, school psychologists and other education professionals responding differently to white, English-speaking children and their parents. Education professionals should be attentive to cultural and language barriers that may keep minority children with disabilities from being appropriately identified and treated, so that all children with disabilities, regardless of their race, ethnicity, or language use, receive the help they need" (Swayne).
Paul Morgan is an Associate of the Penn State Population Research Institute
References
Morgan, Paul, and George Farkas. "Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions." Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions. Web. 25 June 2015.
Morgan, Paul, and George Farkas. "Is Special Education Racist?" The Opinion Pages. The New York Times, 23 June 2015. Web. 25 June 2015.
Swayne, Matt. "Minorities Underrepresented in US Special Education Classrooms | Penn State University." Minorities Underrepresented in US Special Education Classrooms | Penn State University. 24 June 2015. Web. 25 June 2015.