I Get Into So Much Trouble Just By Walking

Education is a very complex and evolving process. Today, teaching entails educating a diverse population according to their unique individual needs. Schools are comprised of individuals with different races, beliefs, cultures, values, languages, social statues, etc. While considering both the historical and preset-day issues, I am able to see many parallels between racial integration in schools and integration of students with disabilities.

Harry, B., & Klingner, J. K. (2006). Why are so many minority students in special education?: Understanding Race & Disability in Schools. New York, NY: Teachers College Press.

Debates on the overrepresentation of minority students, particularly African- Americans and Hispanics are not new in special education and have characterized research in this field for over three decades. Regardless of time, legislative debate and a great amount of research theories, this problem remains. “In general, research has supported the public concern but the picture is unclear because studies have varied so much with

Among the most longstanding and intransigent issues in the field, the disproportionate representation of minority students in special education programs has its roots in a long history of educational segregation and discrimination. Although national estimates of disproportionality have been consistent over time, state and local estimates may show varying patterns of disproportionality. A number of factors may contribute to disproportionality, including test bias, poverty, special education processes, inequity in general education, issues of behavior management, and cultural mismatch/cultural reproduction (Skiba, et al., 2008).

A study conducted by Guiberson (2009) has found that the enrollment numbers of Hispanics in special education was disproportionate to the population in the schools themselves. He also finds that these issues is not present in all schools but have linked the issues to several criteria some of which are the diversity among students, the size of the school district, and per student spending (Guiberson, 2009). In Guiberson (2009) study he found that 49 percent of the bilingual special education students may not have been learning disabled. The students may have had difficulties that were related to their language and culture and not a learning disability.

The problem of disproportionate numbers of minority students in special education can be attributed to a report by Lloyd Dunn in 1968 (as cited in Skiba et al., 2008) even though discrimination was evident long before that in America. The phenomenon of disproportionality as it relates to students from minority backgrounds being placed in special education refers to the percentage of students receiving services being a higher rate than is expected or that differs significantly from other races. Skiba et al. (2008) discuss the history of various aspects of the civil rights movement as they pertain to the issue of disproportionality of students from minority backgrounds in special education, the measurement tools used to determine the need for special education, the current status of disproportionality, and what factors have contributed to the discrepancies in numbers. Finally, recommendations are offered by the authors on how the existence of disproportionality of students from a minority background can be rectified.

One of the leading causes of disproportionate identification in special education is the school and teachers themselves. Minority students are more likely to attend urban, inner city schools where many of the teachers are not as experienced when dealing with racially and ethnically diverse classrooms (Donovan & Cross, 2002). Thus, these low-income schools are not going to offer advanced classes or top-notch special education

The notion of inclusion is progressively being accepted as a vital method of learning in our growing school systems. I believe that every student, those with and without exceptionalities, have the right to be included in a general education classroom. Students with learning, social and behavioral exceptionalities or varied abilities deserve the right to be provided with the same opportunities as any other students in the regular general education classroom. The information that I have acquired through my own experiences (in my observations and my classes) have molded my goals as a future teacher. I believe that teaching and education are fundamental in getting students to grow, learn, and flourish;

As we grow in education, it always seems as in there is someone that is left behind. Educators need to be able to reach out as many students as possible, but some may argue that it does not feel this way. Often, students with special education needs are considered to be too difficult to teach, or simple just a “lost cause.” The way we interact and care for all students not only shows in each student, but it shows in the impact it has on the community as a whole.

The special education programs in the United States have been designed to help children with special needs learn easier and fit in better with the education program. Unfortunately, many minority students get caught up in the mix and don’t get the proper attention they deserve. Furthermore, minority students are seriously over-represented in the educational programs. Many minority students are misdiagnosed and put into special education programs when in fact; they do not have a learning disability. This has become a growing problem in this country because it is seen as the easy way out. Schools all over the U.S. are doing this in order to not have to properly test and evaluate students for learning problems.

Over the past twenty years, there has been a strong movement within schools around the United States to integrate students with disabilities in to general education classrooms. Schools have been making more efforts to increase educational opportunities for students with disabilities, and while there are many benefits to inclusion, there are also many challenges. Inclusion of special education students in a regular education classroom continues to be the center of debate amongst administrators and teachers. Everyone has their own ideas and attitudes towards inclusion, and research studies have revealed that there are many things that contribute to those positive or negative attitudes.

Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers.

In elementary school, my classroom had students with and without disabilities, and we all shared the same space while working towards a common goal, but over time this diverse community diminished. This phenomenon of tracking and hierarchy of opportunity in education that I notice today is also responsible for creating an environment in which secondary special education is often a segregated locale, physically and socially removed from mainstream public schooling. I've witnessed Syracuse University push against this norm and challenge these boundaries time and time again, and I feel that before entering my own my classroom I want to address these issues of homogeneity and continue to build my tool box of inclusionary practices that extend past my current

The key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's