Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

The Over Identification of Minority Males in Middle School Special Education Programs: Examining the RTI Model

  • Dr. Nicole Anderson-Irish (Author) Argosy University image/svg+xml
    Nicole Irish has been an educator since 1998. Nicole began her career in education in a private school on Long Island, New York then moved into the public k-12 setting where she served in a variety of positions from Language Arts remediation teacher, to school counselor, to currently serving as a school administrator. Nicole has obtained her Masters Degree in School Counseling, Specialist in Educational Leadership and a Doctorate Degree in Educational Leadership. Nicole also works as a consultant and life coach for adolescents and adults.
DOI
https://doi.org/10.64546/jaasep.198
Abstract
The purpose of this paper is to provide insight into the referral and identification rates of minority students with regard to special education. Research has shown an evident over identification of minority students in special education programs, particularly those classifications considered more severe. Several researchers identified factors such as teacher perception, teacher practices, and student factors that all contribute to the disproportionality of minority students in special education. Response to Intervention has been identified as a possible solution. Many indicate that specific schools that have implemented RTI have noticed a decrease in the disparity in the referral rate of the racial subgroups. An overview of the RTI model frequently used by these schools was reviewed, and the specific effect on the referral rate of minority students to special education was also discussed. This paper also highlights recommendations and considerations for educational leaders who wish to resolve the issue of minority over identification in special education.
Keywords
Cultural Influences, Special Education, Teacher Education, Males, Middle School Students, Student Evaluation
References

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How to Cite
Anderson-Irish, N. (2013). The Over Identification of Minority Males in Middle School Special Education Programs: Examining the RTI Model. Journal of the American Academy of Special Education Professionals, 8(1), 63-72. https://doi.org/10.64546/jaasep.198

Winter 2013

Article Information

  • Article Type Articles
  • Submitted December 23, 2012
  • Published February 15, 2013
  • Issue Winter 2013
  • Section Articles
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