By Robert L. Rhodes Phd, Salvador Hector Ochoa PhD, Samuel O. Ortiz PhD
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Additional info for Assessing Culturally and Linguistically Diverse Students: A Practical Guide
MacMillian and Reschly (1998) note that these varying criteria are problematic when interpreting overrepresentation data: Overrepresentation data, however, do not make adjustments for such difference—if a child is called LD, the data treat all such cases as though they represented the same psychological profile. Clearly this is not the case. . When the data are aggregated nationally, such variations are obscured and the results of overrepresentation data rendered hopelessly uninterpretable when considered by specific categories.
F]or example, overrepresentation was evident in Arizona, where Hispanics accounted for 24 percent of the total enrollment, 31 percent of EMR, and 30 percent of TMR classes . . ” (p. 18). The overrepresentation of culturally diverse pupils in special education was only investigated by analyzing OCR survey data from the 1970s to the 1990s because states were not required to collect and report race/ethnicity information on pupils who were identified as having a disability. In the reauthorization of IDEA in 1997 (Public Law 105-17), Congress required states to: (a) report, annually, the extent of minority representation by disability category; (b) determine if significant disproportionality exists, and (c) if observed, review and revise policies, practices, and procedures in identification or placement to ensure that minority children are not inappropriately identified or served in more restrictive settings.
T]his report finds that the disproportionate placement of minority students in special education programs is a problem, by virtue of many gross educational and social inequities, whose strands combine into a complex and mutually inextricable force to place poor, and, in particular, poor minority students at a disadvantage. This disadvantage too often leads to failure, inappropriate assessment, the designation of a disability, and placement in stigmatizing, ineffective programs. (p. 65) Examining these potential factors is critical in order to ascertain what changes need to take place to address the problem of disproportionality.
Assessing Culturally and Linguistically Diverse Students: A Practical Guide by Robert L. Rhodes Phd, Salvador Hector Ochoa PhD, Samuel O. Ortiz PhD