Running Head: Disproportionally Paper

Ryan Bourque
Disproportionally Paper
Southwestern College

What is disproportionally? Disproportionally is over-representation of minority students

identified with a learning disability or other type of disability under the IDEA. When a minority
groups numbers in special education are statistically higher than they should be, they are
considered disproportionate. (Logsdon, 2014) The Individual with Disabilities Education Act
(IDEA) entitles all individuals with disabilities to a free appropriate public education (FAPE) and
mandates nondiscriminatory assessment, identification, and placement of children with
disabilities. Children are not to be identified as disabled because of poor achievement due to
environmental disadvantage or ethnic, definitions of disability conditions in IDEA. However,
nationally, some ethnic groups continue to be overrepresented as disabled, particularly as mildly
mentally retarded (MMR) and seriously emotionally disturbed (SED). (Coutinho, 2004) For
over 30 years, this is been a problem not just in the educational system, but the legal system as
well.

Disproportionally Paper

What are causes disproportionality in our education system? Disproportionality is a problem

because it can: prevent children from reaching their academic potential; fuel negative stereotypes
regarding minority groups; result in a type of racial profiling that places minority students at a
disadvantage throughout their school year; result in lower expectations among teachers, parents,
and the students themselves; and prevent schools from recognizing the need to adjust curriculum
and teaching methods to reach a broad range of instructional needs to a diverse student body.
Disproportionally may be caused by: failure to recognize and accommodate cultural differences
among minority groups; use of inappropriate strategies for English Language Learners and racial
and ethnic minorities; Failure to accommodate parents of students with Limited Proficiency or
language minorities; and Lack of responsiveness to cultural and socioeconomic differences
among children and their families. (Logsdon, 2014)
According to the 22nd Annual Report to Congress, African-American students are overrepresented in 9 of 13 disability categoriesspecific learning disabilities, speech and language
impairments, mental retardation, emotional disturbance, multiple disabilities, hearing
impairments, autism, traumatic brain injury, and developmental delay. In particular, AfricanAmerican students represent more than twice the national population estimates in mental
retardation and developmental delay categories. American Indian students also exceed the
national average in 9 disability categoriesspecific learning disabilities, speech and language
impairments, mental retardation, emotional disturbance, multiple disabilities, hearing
impairments, visual impairments, deaf-blindness, and traumatic brain injury, with deaf-blindness
and traumatic brain injury reaching the largest percentages. Meanwhile, Hispanic students
exceed population estimates in 3 categories (specific learning disabilities, hearing impairments,

Disproportionally Paper

and orthopedic impairments), and Asian/Pacific Islander students are also disproportionately
represented in 3 categories (hearing impairments, autism, and deaf-blindness). (Assistance)
For ethnic minority students, misclassification or inappropriate placement in special education
programs can have devastating consequences. The problem is exacerbated when it results in a
childs removal from the regular education setting, the core curriculum, or both. Students faced
with such exclusionary practices are more likely to encounter a limited curriculum and lower
teacher expectations. As a result, these students often have more negative post-school outcomes
as evidenced by their lack of participation in post-secondary education and limited employment
opportunities. In some districts, the disproportionate representation of ethnic minority students in
special education classes also results in significant racial separation. This situation raises
concerns that unlawful racial segregation may be occurring, in violation of Title VI. (Assistance)
Research has shown that reducing disproportionality requires a comprehensive approach that
encompasses teacher training, culturally appropriate assessment and instruction, cultural
sensitivity, home and school collaboration, and an effective pre-referral process. Each district
must work through a problem-solving process that includes, but is not limited to, analyzing of
the problem, identifying of existing resources, allocating and using resources, and correcting
current practices. (Skiba, Simmons, Ritter, Gibb, Rausch, & Cuadrado, 2008)
The basic premise of disproportionate representation is that, all other things being similar,
students from different groups should be identified for special education services in similar
proportions. For example, if 6% of the Caucasian students in a given district are identified for
special education, we would expect about 6% of the African-American students, 6% of the
Latino/a student, and 6% of any other group to be identified. This is not always the case, as some
groups of students have greater needs for certain services (e.g., a higher percentage of
Latino/students often need English language instruction). This can lead to one group showing up
as overrepresented (having a higher percentage identifiedsay 10% in the previous example) in

Disproportionally Paper

the group receiving a certain service or placed in a certain program. There can also be
underrepresentation if a group has a smaller percentage identified (say 3% in the previous
example). Disproportionality is the catchall phrase that encompasses both over- and
underrepresentationthat is, representation that is not proportional. (Hosp, 2014)
Three measures of disproportionality are widely used in the field of special education. There are
the composition index, the risk index, and the relative risk ratio. The composition index
describes the percentage of students in special education represented by a given group. For the
category of overall disproportionality in special education enrollment, the formula for calculating
this index is: Number of Students in Group X in Special Education /Total Number of Students in
Special Education. The risk index is the percentage of a given racial/ethnic group that is served
in special education. The formula for calculating this index for overall special education
representation is: Number of Students in Group X in Special Education/Total Enrollment of
Students in Group X. The risk ration is a comparison of the risk indexes of different groups.
When calculating a groups relative risk, their risk index is divided by the risk index selected for
comparison, such as all other groups combined. The formula for this calculation for overall
special education representation is: Risk of Group X in Special Education/Risk of All Other
Groups in Special Education. (Coutinho, 2004) The data described here is the first step in
understanding disproportionate representation in special education. However, many think that
still is some inconsistency in the process.
The disproportionate representation of minorities in special education is well documented in
literature. The disproportionate representation of minority students is among the most critical and
enduring problems in the field of special education. Despite court challenges, federal reports, and
abundant research on the issue, the problem of disproportionate representation of minority
students has persisted. (Skiba, Simmons, Ritter, Gibb, Rausch, & Cuadrado, Achieving Equity in

Disproportionally Paper

Special Education: History, Status, and Current Challenges, 2008) Each student should be
treated with respect and have the opportunity to reach his or her maximum potential, regardless
of cultural and linguistic differences. (Obiakor, 2003) If students were all the same shape, color,
and size, then there wouldnt be much of a disproportionate issue in the United States. The fact,
we live in a country that most educators labels students by their race and socioeconomic status
things will never change.
References
Assistance, E. a. (n.d.). Disproportionality. Retrieved 03 10, 2015, from
www.emstac.org:
http://www.emstac.org/registered/topics/disproportionality/faqs.htm
Coutinho, M. a. (2004). Disproportionate Representation of Culturally and
Linguistically Diverse Students in Special Education: Measuring the Problem.
Retrieved 03 16, 2015, from Lr Online: http://www.ldonline.org/article/5603
Gibb, A. a. (2008). Using Data to Address Equity Issues in Special Education.
Education Policy Brief, 2, 3, and 5.
Hosp, J. (2014). Response to Intervention and the Disproportionate Representation
of Culturally and Linguistically Diverse Students in Special Education.
Retrieved 02 28, 2015, from RTI Action Network:
http://www.rtinetwork.org/learn/diversity/disproportionaterepresentation
Logsdon, A. (2014, 06 16). Disproportionality - What is Disproportionality in Special
Education Programs? Retrieved 02 28, 2015, from Learning Disabilities:
http://learningdisabilities.about.com/od/publicschoolprograms/g/disproportion
al.htm
Obiakor, F. a. (2003, 10). Disproprotionate Representation in Special Education.
Retrieved 03 15, 2015, from http://www.nassp.org/:
http://www.nassp.org/portals/0/content/48706.pdf
Skiba, R., Simmons, A., Ritter, S., Gibb, A., Rausch, M., & Cuadrado, J. (2008).
Achieving Equity in Special Education: History, Status, and Current
Challenges. Council Cor Exeptional Children, 264-288.

Disproportionally Paper