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The Road to Hell is Paved with Screwed Over Black, Hispanic and Native American Kids (and They Deserve Better)

Its been my observation that a surprising amount of research education sucks, either focusing on irrelevant trivia or desperately avoiding logic and common sense at all costs. Every so often, though, you come across something well written and cogent. Here are the first two paragraphs of an article that comes close:

Racial-, ethnic-, and language-minority schoolchildren in the United States have repeatedly been reported to be overidentified as disabled and so disproportionately overrepresented in special education (e.g., Artiles, 2003; Dunn, 1968; Harry, Arnaiz, Klinger, & Sturges, 2008; Oswald, Coutinho, Best, & Singh, 1999; Sullivan & Bal, 2013). These findings have led to characterizations of special education as “discriminatory” (Skiba, Poloni-Staudinger, Simmons, Feggins-Azziz, & Chung, 2005, p. 142), having “systemic bias” (Oswald, Coutinho, Best, & Nguyen, 2001, p. 361), constituting “a new legalized form of structural segregation and racism” (Blanchett, 2006, p. 25), and “another manifestation of institutionalized racism” (Codrington & Fairchild, 2012, p. 6). Federal legislation and policies have been enacted to reduce minority disproportionate representation (MDR) in special education (e.g., Posney, 2007; U.S. Department of Education, Office of Civil Rights, 2009). For example, the U.S. Congress observed that “more minority children continue to be served in special education than would be expected from the percentage of minority students in the general school population” (p. 118 of Statute 2651, Public Law 108-446).

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