Disproportionate Representation in Special Education and the Intersectionality of Race, Ethnicity, and Socioeconomic Status

Abstract

Over 50 years ago, Dunn expressed concern that many children placed in special education classes were more likely children with mild learning problems from socially culturally diverse backgrounds rather than intellectually disabled. Further, Dunn described the then practices and policies as “morally and educationally wrong.” From this viewpoint, the chapter will use a multifactorial perspective to examine issues regarding disproportionate representation in special education, including communication sciences. Further, the chapter will discuss how these factors intersect with demographic variables such as the race, ethnicity, class, and home language of children with disabilities.