Session Information
04 SES 14 A, Cultural Diversity and IE
Paper Session
Contribution
In countries across Europe, children from some social backgrounds – in terms of gender, ethnicity, social class and migrant status, for instance – are more likely to find themselves in special education than are their peers from other backgrounds. ‘Disproportionality’ of this kind has long been a challenge for education systems that are trying to become more inclusive and socially just, since it implies that processes of power, racism, and classism are at work and that these discriminate structurally against certain social groups (Gabel et al., 2009; Artiles & Trent, 1994). However, the problem is becoming more acute as globalization and cross border migration increase, and educational inequalities between different social and ethnic groups are becoming increasingly apparent. This is particularly the case in urban contexts where the stresses of social and economic change are greatest.
Disproportionality in special education has been documented, discussed, and investigated extensively in the USA for over four decades. It encompasses over- and underrepresentation in the so-called high incidence (subjective/judgmental) disability categories and gifted and talented educational programs (Artiles, Trent, & Palmer, 2004; Donovan & Cross, 2002). However, although the phenomenon has existed in many European countries, there is a dearth of systematic information or a cumulative body of knowledge on the subject. Moreover, US research tends to focus on disproportionality in relation to race and ethnicity in a special education system that is based on categories of disability. It cannot be assumed, however, that the same racial dynamics are at work in European countries, whilst the special education systems in those countries are extremely diverse in terms of their identification criteria, and not all are disability-based (Dyson & Gallannaugh, 2008).
This paper, therefore, aims to begin the process of identifying the current state of knowledge about this issue in Europe. It asks:
· What evidence is there of disproportionality in the special education systems of European countries?
· What patterns are there in terms of the groups of students who are under- and over-represented?
· What explanations are there of these patterns?
· What is the state of European research in this field, and how might it develop further?
The paper will pay particular attention to the theoretical explanations for the phenomenon of disproportionality since these vary even in the existing US-dominated literature (Artiles & Trent, 1994; Coutinho, Oswald, & Best, 2002; Donovan & Cross, 2002; Gravios & Rosenfield, 2006). Taking a European perspective where disproportionality emerges in very different social, cultural and systemic contexts offers an important opportunity to test and develop these existing theories.
Method
Expected Outcomes
References
Artiles, A. J., & Trent, S. C. (1994). Overrepresentation of minority students in special education: A continuing debate. The Journal of Special Education, 27, 410–437. Artiles, A. J., Trent, S. C., & Palmer, J. (2004). Culturally diverse students in special education: Legacies and prospects. In J. A. Banks & C. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp.716–735). San Francisco, CA: Jossey Bass. Coutinho, M. J., Oswald, D. P., & Best, A. M. (2002). The influence of sociodemographics and gender on the disproportionate identification of minority students as having learning disabilities. Remedial and Special Education, 23(1), 49-59. Donovan, S., & Cross, C. (Eds.). (2002). Minority students in special and gifted education. Washington, DC: National Academy Press. Dyson, A., & Gallannaugh, F. (2008). Disproportionality in special needs education in England. The Journal of Special Education, 42(1), 36-46. Gabel, S. L., Curcic, S., Powell, J., Khader, K., & Albee, L. (2009). Migration and ethnic group disproportionality in special education: An exploratory study. Disability & Society, 24(5), 625-639. Gravois, T. A., & Rosenfield, S. A. (2006). Impact of instructional consultation teams on the disproportionate referral and placement of minority students in special education. Remedial and Special Education, 27(1), 42-52.
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