The disproportional quantity of special education students continues to leave many schools categorized as racist. The present administration has elected to delay the removal of this perception by halting the “significant disproportionality” rule. States will need to work together to ensure that the embarrassment associated with the perception regarding special education is eliminated.

The “significant disproportionality” rule requires States to collect and examine data to determine if significant disproportionality based on race and ethnicity is occurring in the State and the local educational agencies (LEAs) of the State with respect to:

 

  • The identification of children as children with disabilities, including the identification of children as children with disabilities in accordance with a particular impairment
  • The placement in particular educational settings of such children
  • The incidence, duration, and type of disciplinary actions, including suspensions and expulsions.

One challenge associated with the “significant disproportionality” rule is that the regulations do not explicitly define the term. As an alternative, States are required to use a standard methodology for analysis of disproportionality, which includes States setting a threshold above which disproportionality in the identification, placement, or discipline of children with disabilities within an LEA is significant which will continue to make special education bad. The federal mandate will make special education bad because States now have an opportunity to redefine a mathematical term which will continue the perception of racism in schools.

What does it mean to be disproportional?

In mathematics, two variables are proportional if there is always a constant ratio between them. Therefore, disproportional is two variables that do not have a constant ratio between them. An example of disproportional suspensions was reported by the Department of Education in 2014. Students with disabilities were more than twice as likely to receive an out-of-school suspension (13%) than students without disabilities (6%).

Another example of disproportionality was the suspension of preschool children. Black children represented 18% of preschool enrollment, but 48% of preschool children receiving more than one out of school suspension. White students represented 43% of preschool enrollment but 26% of preschool children receiving more than one out of school suspension. 

A final example of disproportionality was the suspension/expulsion rates for students of color. Black students were suspended and expelled at a rate three times greater than White students.  On average, 5% of White students were suspended, compared to 16% of Black students.  American Indian and Native-Alaskan students were also disproportionately suspended and expelled, representing less than 1% of the student population but 2% of out-of-school suspensions and 3% of expulsions.

Many students who are identified as a disciplinary challenge become qualified as a special education student for behavior. Many of these behaviors are in direct opposition to school codes that are not clearly defined and penalize students of color. Students of color are penalized for their verbal and nonverbal behaviors which continues to make special education bad.

Instead of the normal process that makes special education bad, schools can use the Raccelerate Formula. The Raccelerate Formula is a product of the Raccelerate Phenomenon. The Raccelerate Phenomenon has roots in Newton’s Third Law of Motion. Newton’s Third Law of Motion states that when one body exerts a force on a second body, the second body simultaneously exerts a force equal in magnitude and opposite in direction on the first body. In elementary terms, Newton’s Third Law of Motion states that for every action there is an equal and opposite reaction.

The Raccelerate Phenomenon follows the same principle as Newton’s Third Law of Motion in that whenever there is a perceived infringement by a Black male against a White female there is a negative overreaction portrayed in the media. Specifically, the Raccelerate Phenomenon states that for every action that a Black male takes against a White female there is an elevated negative reaction towards Black men. The Raccelerate Phenomenon is the cause for many of the racial tensions between Blacks and Whites.

Our Raccelerate Formula App is only $4.99 for a one-year subscription and will end the process that make special education bad.

 

Related Articles

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Top Stories: Texas Plans To Overhaul Special Education; Feeding Kids In The Summer

Legislators, municipal leaders discuss special education cost issues

 

All the best,

Dr. Derrick L. Campbell, Ed.D.
www.positiveracialrelationships.com
PO Box 4707 Cherry Hill, NJ 08034

         
Author of:

  • Promoting Positive Racial Teacher Student Classroom Relationships
  • Promoting Positive Racial Teacher Student Classroom Relationships: Methodology
  • The Raccelerate Formula App
  • Treasures of Hidden Racism in Education
  • The Ultimate Guide to Classroom Racism Management

cultural diversity consultant classroom management cultural diversity consultant cultural diversity consultant cultural diversity consultant raccelerate formula classroom management cultural diversity consultant cultural diversity consultant


“Dr. Campbell did his part and now all we have to do is run with it.”
 ~ Tom Coleman ~
Woodstown-Pilesgrove Public Schools Superintendent of Schools


“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

~ Joe Vas ~ Perth Amboy Mayor


“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President


 

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