Which group is typically over-represented in special education?

Students from minority groups are often over-represented in special education programs due to a combination of factors, including systemic issues, cultural biases in assessment practices, and variances in access to resources. Historically, students from these groups have faced barriers that affect educational outcomes, such as socioeconomic challenges, discrimination, and underfunded schools. These challenges can lead to misidentification or over-identification of disabilities.

Additionally, cultural and linguistic differences may contribute to misunderstandings in the evaluation process, making it more likely for minority students to be placed in special education programs when, in fact, their needs may be better met through other educational supports. The statistics and research in this area point to a higher prevalence of special education identification among minority groups as compared to their prevalence in the general population, further highlighting the disparities that exist within the educational system.