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Minority Students in Special and Gifted Education
When children come to school from disadvantaged backgrounds, as a disproportionate number of minority students do, high-quality instruction that carefully puts the prerequisites for learning in place, combined with effective classroom management that minimizes chaos, can put students on a path to academic success. While some reform efforts suggest that such an outcome is possible, there are currently no assurances that children will be exposed to effective instruction or classroom management before they are placed in special education programs or are screened for gifted programs.
3. Does the current referral and assessment process reliably identify students with special needs and gifts? In particular, is there reason to believe that the current process is biased in terms of race or ethnicity?
The answer here is not as straightforward. The majority of children in special and gifted education are referred by teachers. If a teacher is biased in evaluating student performance and behavior, current procedures provide ample room for those biases to be reflected in referrals. Some experimental research suggests that teachers do hold such biases. But whether bias is maintained when teachers have direct contact with children in the classroom is not clear. For example, research that has compared groups of students who are referred by teachers find that minority students actually have greater academic and behavior problems than their majority counterparts.
Once students are referred for special education, they must be assessed as eligible or ineligible. Whether the assessment process is biased is as controversial as the referral process. However research shows that context, including familiarity with test taking and the norms and expectations of school, may depress the scores of students whose experiences prepare them less well for the demands of classrooms and standardized tests.
Whether the referral and assessment of students for special and gifted education is racially biased or not, are the right students being identified— students who need and can benefit from those programs? Here the committee’s answer is “no.” The subjectivity of the referral process allows for students with significant learning problems to be overlooked for referral, and the conceptual and procedural shortcomings of the assessment process for learning disabilities and emotional disturbance give little confidence that student need has been appropriately identified. Importantly, current procedures result in placements later in the educational process than is most effective or efficient.
4. Is placement in special education a benefit or a risk? Does the outcome differ by race or ethnic group?
The data that would allow us to answer these questions adequately do not exist. We do know that some specific special education and gifted and