Minority Students and Special Education

Abstract

The purpose of this study was to investigate the perception of overrepresentation of minority students in special education in Canada among community members, parents and educators. A qualitative research approach was employed in the study. The study used interviewing as the data collection method. Eight participants were interviewed to find out about their perceptions regarding what factors contributed to the over representation of minority students into special education. Participants perceived that socioeconomic status (SES), cultural differences, teacher characteristics, language, high transiency, assessment, impact of history and gender differences were factors in the overrepresentation of minority students in special education. An analysis of the data revealed that the issue of over representation is multifaceted, complex and interrelated. In light of the above, the study identified that there is a need for transformation in the current school system to accommodate changing demographics in order to make education more equitable for minority students. Most participants believed that there is a need for inclusion of minority cultural knowledge in the curriculum and assessment process. The participants recommended greater involvement of parents and community in educating students. Implications arising from this study pinpoint the need for a holistic approach to the issues of overrepresentation of minority students in special education. Lastly the study concluded that misplacement can have negative effects for both students and tax payers and, as such, steps need to be put in place to address this situation.