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Minority Students in Special and Gifted Education
blacks over 14 percent. The NRC, at the request of Congress, has been asked to revisit the issue. In this case, however, the Office for Civil Rights in the U.S. Department of Education extended the committee’s charge to include the representation of minority children in gifted and talented programs as well, where racial/ethnic disproportion patterns are, generally speaking, the reverse of those in special education.
Since the 1982 NRC report, much has changed in general education as well as in special education. The proportion of minority students in the population of school-age children has risen dramatically—to 35 percent in 2000—increasing the diversity of students and of primary languages spoken in many schools. And state standards have raised the bar for the achievement expected of all students. More than 1 in 10 students is now identified for special education services: in the past decade alone, there has been a 35 percent increase in the number of children served under the Individuals with Disabilities Education Act (IDEA). And many more of these students are receiving special education and related services in general education classrooms.
The distribution of students across special education categories has changed as well. Identification rates for students with mental retardation today are about a quarter lower than in 1979. While the decline has applied across racial/ethnic groups, disproportionate representation of black students in that category has persisted. Just over 1 percent of white students but 2.6 percent of black students fall into that category.
Two decades ago, fewer than 3 percent of students were identified with learning disabilities (LD). That number approaches 6 percent of all students today. Only American Indian students are represented in disproportionately large numbers in that category. But for all racial/ethnic groups, the LD category accounts both for the largest number of special education students and for the largest growth rate in special education placements.
While these demographic and policy changes create a somewhat different context today from that confronting the earlier NRC committee, the problems are conceptually quite similar. At the outset, both committees confronted a paradox: if IDEA provides extra resources and the right to a more individualized education program, why would one consider disproportionate representation of minority children a problem? The answer, as every parent of a child receiving special education services knows, is that in order to be eligible for the additional resources a child must be labeled as having a disability, a label that signals substandard performance. And while that label is intended to bring additional supports, it may also bring lowered expectations on the part of teachers, other children, and the identified student. When a child cannot learn without the additional supports, and