reschly1 disproportionality in special education daniel j. reschly department of special education...
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Reschly 1
Disproportionality in Special Education
Daniel J. ReschlyDepartment of Special Education
Vanderbilt UniversityNational Research Center on Learning
Disabilities
For more information
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Disproportionality in Special Education
Rich History over Last Century Different groups affected Concerns emerged in late 1960s OCR data collection since 1968 Legal requirements: litigation and
legislation Focus on tests used to determine
eligibility Slight improvement since 1968, but
general patterns persist
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Disproportionality in Special Education
Disproportionality: more concern in sp ed about over than under-representation
Many stereotypes, confusion, misunderstandings
Underlying assumption: All groups should be represented in sp ed proportionate to population proportions
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Reschly 4
Disproportionality in Special Education
MYTH: All minorities are overrepresented in sp edFACT: Compared to white students, black and American
Indian students are overrepresented, Hispanic and Asian/Pacific Islander students are underrepresented
MYTH: A large percentage of black and American Indian students are in special education.
FACT: Overall rates are slightly higher. White=12.1%; American Indian=13.1% ; Black=14.2%
MYTH: Hispanic students are overrepresentedFACT: Hispanic students are slightly underrepresented
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Reschly 5
Disproportionality in Special Education
MYTH: The greatest degree of disproportionality occurs with black students
FACT: Asian-PI students are underrepresented by a much larger degree that black students are overrepresented
MYTH: IQ tests cause overrepresentationFACT: Good reasons exist to eliminate IQ tests, but
they have little overall effect on overrepresentation
SEE TABLE THAT FOLLOWS
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Disproportionality Data and Facts
• Composition Index: Proportion of special education category or placement by group
• Risk Index: Proportion of sociocultural group in a special education category or placement
• Consider Women and Teaching:– Composition: 75% of teachers are women– Risk: <2% of women are teachers
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Disproportionality Results
Risk-All Disabilities, age 6-21 Group %-sch age Rel.
RiskAfrican American 14.3% 1.2 timesNative Am. Indian 13.1% 1.1 timesWhite 12.1% 1.0 timesHispanic 11.3% .9 timesAsian Pac-Islander 5.3% .4 times
Rel=Relative
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Problem Categories:MR
Composition: 35% of Students in MR are African American vs. 17% of the overall student population is African-American
Risk: 2.6% of African Americans are in MR vs. 1.1% of white students;
Odds Ratio: Rate for Af-Am is 2.4 times higher than white rate.
No other groups are overrepresented in MR
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Problem Categories: ED
Composition: 26.4% of Students with ED are African American vs. 17% Af Am in general student population
Risk: 1.6% of African-American Students are in ED vs. 1.0% of White Students
ODDS Ratio: Af-Am rate is 1.6 times white rate
No other group overrepresented in ED
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Problem Categories: LD
Composition: 1.37% of Students with LD are Native American Indian vs. 1.1% of Indian Students in the General Population
Risk: 7.3% of Indian students are in LD vs. 6.1% of White Students
Odds Ratio: Indians are 1.2 times more likely to be in LD than white students
No other group is overrepresented in LD
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Disproportionality Effects
Large numbers of students are affected
Assuming the white rate of disability identification Excess number black students=
172,675 (of 7.7 million black students) Excess number of American Indian
students= 5500 out of approx. 500,000
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Equal Treatment Studies Referred students:
More minority students referred, have more problems, of greater severity
Students in Sp Ed Lower achievement than white students in
the same placements White and black teachers generally
agree on existence of problems and severity of problems for black and white students Black students rated lower by teachers
regardless of race
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Current Legal Requirements
Disproportionality Regulation in IDEA (1997)34 CFR 300.755: Disproportionality.(a) General. Each State that receives assistance under Part B of the Act, and the Secretary of the Interior, shall provide for the collection and examination of data to determine if significant disproportionality based on race is occurring in the State or in the schools operated by the Secretary of the Interior with respect to - (1) The identification of children with disabilities, including the identification of children as children with disabilities in accordance with a particular impairment described in section 602(3) of the Act; and
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Current Legal Requirements
2) The placement in particular educational settings of these children.(b) Review and revision of policies, practices, and procedures. In the case of a determination of significant disproportionality with respect to the identification of children as children with disabilities, or the placement in particular educational settings of these children, in accordance with paragraph (a) of this section, the State or the Secretary of the Interior shall provide for the review and, if appropriate revision of the policies, procedures, and practices used in the identification or placement to ensure that the policies, procedures, and practices comply with the requirements of Part B of the Act.
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Equal Classification and Placement Outcomes
Required Must NOT have significant
disproportionality in classification Must NOT have significant
disproportionality in placement settings What is “significant” Will be determined Multiple Gating
HOW? HOW? HOW? HOW?
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Reschly 16
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Disproportionality Prevention
Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
“ There is substantial evidence with regard to both behavior and achievement that early identification and intervention is more effective than later identification and intervention.” Executive Summary, p. 5
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HOW?? Multi-tiered academic interventions
High quality reading and math programs
Focused interventions for small groups Intense problem solving
Multi-tiered behavioral interventions School-wide positive behavior supports Effective classroom management Intense individual interventions
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Achievement Gap
Overrepresented minority students Lower academic readiness for school,
print familiarity, letter knowledge, word knowledge, vocabulary
Lower behavioral readiness for school as rated by minority and white students
Gaps in achievement persist
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Reschly 20
Prevention: Preschool
Prenatal care and parenting support Head State programs—improve re:
literacy Intense preschool interventions work Early, intense, structured, broad
• Abecedarian Project reports sp ed reduction of 75% (12% program children, 48% controls)
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Prevention: Early School
• Multi-tiered Academic and Behavioral Interventions PRIOR to Special Education Placement
Success for All evaluation data suggest: reduction in placements of 50% or more 2.2% of SFA 3rd graders two years behind
compared to 8.8% of control children Classroom management + Structured
reading and math curricula
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Prevention: GE Interventions
Not Prereferral-Referral-Test
Widely endorsed as part of prevention, but NOT prereferral-referral-test; Must change
Existing practices reflect poor quality 80% not guided by behavioral definition 80% do not have a direct measure in the
natural setting 75% do not compare pre and post
intervention data Do they work???? Of course not!!
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Issues: Quality of problem solving IF used for eligibility
1. Precise Definition of the Problem in Terms of Observable Behavior
2. Valid and Reliable Measure of the Behavior in the Natural Setting
3. Validate the Existence of the Problem; Estimate the Severity (Age Norms/Peer Comparisons)
4. Establish Intervention Goals in Terms of the Target Behavior
5. Analysis of Antecedent (including prior knowledge), Situational, and Consequent Conditions
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Issues: Quality of problem solving IF used for eligibility
6. Formulate an Intervention Plan Based on Principles of Behavior Change or Instructional Design
7. Systematic Implementation of the Intervention with Treatment Integrity and Frequent Monitoring of Progress
8. Revision of the Intervention as Needed According to Progress Toward Goals
9. Evaluation of the Intervention with Further Problem Solving as Needed
10. Support for Continued Academic Growth and Behavioral Competencies
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Implementation
Early screening in kindergarten and periodic screening thereafter on Academic skills—DIBELS Behavior
Early interventions in General Education to address academic and behavioral problems
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Outcomes High quality academic and behavioral
interventions (multi-tiered) Improve achievement and behavior
outcomes for all children Reduce the number of students with
very low achievement Prevent special education placement
and reduce disproportionality Issue: Ensuring high quality for all
students
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Special Education Eligibility
Response to Intervention Standard protocol treatments, e.g.,
reading Problem solving Combinations of both
Demise of IQ in LD Decisions made on the basis of
local norms, using educational measures from the curriculum
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Special Education Eligibility
Special education only after Documented insufficient response to
high quality interventions Use of direct measures of skills in
natural settings Focus on learning rates and
differences from peer averages Sp Ed as a last resort and a
temporary service
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Disproportionality Prevention
History of Efforts No magic bullets No magic tests or adjustments to tests No simple solutions
Solutions Address achievement gaps, supportive
behavior programs Apply validated intervention principles