The individual structured descriptions for each participant are as follows: Kelly J.
Kelly J. believes that her main reason for referring all students for special
education, regardless of his or her ethnicity, is their academic issues which are sometimes affected by their behavior as well. Kelly J. also feels that African American students are not different than students of other ethnicities. Kelly J. believes that the students’ attention issues in this particular school year, mainly their ways of reasoning and dealing with the teacher, impact the decision making processes of the MDT members. Kelly J. maintains that one main factor that contributes to the disproportionate representation of African American students in special education programs is the lack of African American teachers in his particular school who can better understand the culture and needs of their African American students.
Benjamin O.
Benjamin O. says the school follows strict and formal instructions when referring students for special education. The stringent guidelines may leave little room for implicit bias among MDT members. Benjamin O. also believes that African American kids are no different the others; they are able to interact and do what they have to do just like the rest of the kids. Benjamin O. believes there are social gaps between the white and black males in this school but do not necessarily impact the decision making of the MDT members. Benjamin O. feels that the central reason as to why there is a disproportionate
number of African American students in special education programs is the presence of more black students than white students in their school population.
Susan P.
Susan P. believes that the MDT’s decision to refer a student is based mostly on the students’ academic and behavioral issues. Susan P. also believes there’s no
difference in the abilities of students from various ethnicities. Susan P. feels the lack of stimulation in students’ homes maybe one factor having an impact on the
disproportionate representation of African American students in special education programs. Susan P. also believes that the deficiency in the students’ motivation as an effect of their problems at home indeed impact their performance at school. This may result in them being referred to special education by the MDT members.
Vanessa A.
Vanessa A. says the school and MDT members use and follow a detailed checklist before referring a student for special education services to ensure the student indeed needs special education services. Vanessa A. believes that African America students are greatly affected by issues that are present in their homes. She also believes students of other ethnicities are dealing with problems in their homes as well. Therefore, she can’t explain why African American students are referred and subsequently placed in special education programs more than other students.
Iris T.
Iris T. believes that from her experience, most African American students are referred to special education because of their academic and behavioral issues; they also follow a strict process in doing so. Iris T. also believes that there are some social and
communication differences between African American students and students of other ethnicities. However, feel that overall, they are just the same as anybody else when it comes to ability. Iris T. feels that African American students’ performance and behavior are affected by problems and issues present in their homes. Iris T. maintains that at her school, majority of the teachers are white and as a result, they are having a difficult time in understanding the vast population of African American students in terms of culture and background.
Julie H.
Julie H. believes that both academic and behavioral issues are the main factors for student referrals and no ethnicity issues were mentioned. Julie H. believes that African American students essentially have the same general abilities as the other ethnicities. Julie H. believes that most African American students have home life problems that greatly affect their education and behavior at school. Julie H. believes that the White teachers do not understand and cannot relate to their African American students most of the time. This may contribute to the disproportionate number of African American students in special education programs.
Paula C.
Paula C. believes that special education referrals are mainly based on the academic performance and behavioral presentation of students. Paula C. also believes that overall, African American students and other ethnicities do not differ and are just “pretty much the same”. Paula C. says that based on her many years of teaching, African American students move and transfer to several schools which may affect their learning
and ability to acquire knowledge in school. Paula C. also feels that African America students’ performance at school is impacted by problems they experience at home.
Tina S.
Tina S. believes that there are times when African American students are easily referred once they become argumentative and are assumed distractible. Tina S. believes that the lack of parental support and lifestyles issues in their homes negatively affect children at school and may result in them being referred for special education. Tina S. also believes that another factor that contributes to the disproportionate representation of African American students in special education is the teachers’ inability to connect to their students because of their cultural backgrounds.