Disproportional identification and placement in special education is a pervasive issue for students of color, English Learners, and students from nondominant cultures.

In today’s culturally and linguistically diverse classrooms, conventional approaches to curriculum and instruction, behavior management, and social–emotional learning may not reflect the cultural norms and values or meet the needs of all students. Pedagogical practices rooted in dominant culture are commonly void of culturally responsive elements.

A mismatch of this nature can result in behavioral management practices, including disciplinary approaches, that lead not only to disproportional special education identification and placement rates but also to disproportional discipline rates for students.

This brief from the Western Educational Equity Assistance Center (WEEAC) proposes that district leaders begin to address disproportionality in special education by taking action in four key areas:

  • adoption of culturally responsive and sustaining policies and practices in all education settings
  • improvement of the special education identification process
  • infusion of culturally responsive and sustaining policies and practices specifically in behavior management efforts
  • development of culturally responsive data literacy among district staff at all levels