Examination of Teacher Perceptions in Special Education Disproportionality

• In Event: Professional Development for Inclusive Practice: Exploring Teacher Perceptions and Discourse

Abstract

This study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine the extent to which racial bias contributes to special education classifications in an attempt to better understand how special education disproportionality for Black students occurs. Using ordinary least square and logistic regression, the analysis shows that in schools where the student population is less than 25% minority, race is a significant predictor of teachers’ perceptions of student ability. Moreover, teachers’ underestimation of student ability predicts the likelihood of student being classified with a disability. These finding support the theory that specific biases may be a cause of special education disproportionality.

Authors

• Roey Ahram, New York University

• Alexandra Aylward, New York University