Special Education Overidentification

Introduction

Over the last ten years, the department of special education has changed a lot. There are new laws in effect, the DSM5 is evolving, and there have been new discoveries involving impairments. The number of identifications within special education is unclear because to the many changes that are continually occurring. The topic of overidentification in special education will be covered in this essay. In special education, overidentification occurs when an excessive number of pupils acquire IEPs or are recognized for outside assistance. Many psychiatric units and hospitals, as well as many school systems, engage in overidentification. Due to an excessive number of IEPs and services, there are now too many kids with IEP needs that are not being satisfied. Over the last ten years, there has been a rise in both the number of pupils who need special education and the number of people with disabilities (cite). In light of this, there has been an increase in the need placed on special education instructors and teachers of associated services to care for all of these pupils. Is the correct diagnosis being given to the kids, or should they have one?, is the obvious issue that arises.

Identification Methodology

A parent, teacher, or state educational organization may send a pupil for an initial assessment to evaluate eligibility. The interdisciplinary team at the school will examine screening results, intervention responses, and student performance in order to assess progress and provide an assessment. Which assessment to use and conduct to establish eligibility is decided by a multidisciplinary team composed of a special education teacher, general education teacher, school psychologist, and a school administrator. Before a district may start testing, the parents must provide their written approval. Individual academic and functional needs will be addressed in an Individual Education Plan if and when the assessment findings indicate that a student has a disability under IDEA and needs special education services. Another method used by school systems to screen, identify, and, if required, assess pupils who may have difficulties to decide whether they need special education is called child find (Yell, 2019).

Disabilities’ Categories

The thirteen criteria listed in the Individuals with Disabilities Education Act may be used to determine whether a student qualifies for special education or other related services. Autism, deaf-blindness, deafness, hearing impairment, orthopedic impairments, other health impairments, emotional disturbance, special learning disability, speech or language impairment, traumatic brain injury, and visual impairments are among the categories (Yell, 2019). Students aged 3-6 in the state of Connecticut may qualify for developmental delay assistance if they exhibit delays in one or more of the following areas: social/emotional, cognitive, communicative, adaptive, or physical development. Only IDEA-eligible kids with impairments that significantly affect their ability to learn may receive special education and associated services. A third of kids needing special education assistance in 2017–18 had particular learning problems, 19% had speech or language impairments, 14% had various health issues, and 5–10% had autism, developmental delays, intellectual disabilities, and emotional disorders (The Condition of Special Education, 2018).

Over-Identification Variables

The factors that contribute to overidentification vary throughout school districts. Gender, ethnicity, and socioeconomic background have all been mentioned in study and conversation as factors.

Gender

Sullivan and Bal (2013) evaluated the risk of student identification using a sample of 1800 students from 39 districts. They discovered that men had a higher chance of being recognized than females. Anderson (1997) conducted study on referrals for special education and gender prejudice. According to the US Department of Education, 72% of people with learning disabilities are males and 28% are women (Anderson, 1997, p. 151-152).

Status Socioeconomic

Sullivan and Bal discovered that kids who got free and reduced lunch were more likely to be recognized than classmates who did not get free and reduced lunch when examining the prevalence of poverty (Sullivan & Bal, 2013).

Race

The research found that African American kids were more likely to be classified for special education using their descriptive analysis. Focusing on pupils of diverse races and cultures might lead to over-identification due to language problems. Some pupils are recognized as having disabilities while they are still eligible for the Early Language Learner program, which does not qualify them for special education.

The Special Education of Minorities

Minorities are a worrying variable when examining overidentification, as was noted in the variables category. African Americans, Latino Americans, Native Americans, and other races are among those whose needs are affected by special education programs. Although there is a relationship between language obstacles and the identification of students of various races in special education (Chinn & Hughes, 1987). Prior to being eligible for special education services, certain kids who have been recognized for special education may benefit from ELL help. While socioeconomic position and race have both been researched by researchers, there has been more direct evidence that it is the cause of identification in special education.

Potential Misidentification Causes

The misidentification of pupils who receive special education is caused by a variety of causes. Potential contributing variables include student demographics and poverty levels, the quality of the schools and teachers, and the capacity to carry out interventions faithfully before a kid is sent to special education, either alone or in combination.

Data on Poverty and Students

Early education gives children the foundational abilities they need to succeed later in their school careers. Federal funding is provided for early childhood educational programs, such as Head Start, to help children from families with incomes below the poverty line get a quality education. Due to a lack of exposure, a young kid who misses or does not meet early developmental milestones may be mistakenly labeled. A kid must start school by the age of five in Connecticut by law.

The caliber of educators and schools

The primary entity in charge of teaching all children and guaranteeing their success is the school system. The quantity of competent personnel and supports available, as well as the circumstances that educators must traverse in order to offer equitable educational opportunities for all students, are significantly influenced by funding. Greater student-teacher ratios and political pressures are present in bigger districts with a broad spectrum of general education and special education resources. Title I evaluation results reveal that unskilled and uncertified instructors are overrepresented in high poverty schools (Artiles, 2002). Overworked instructors could have the false assumption that a pupil would advance more quickly if they are classified as a special education student.

Intervention in response to

Interventions in general education are used to help students in subject areas when they are not advancing at grade level before they are sent to special education. Research-based interventions are used to understand data about a student’s development and are delivered by trained and certified workers. Students are sent to special education when interventions are not carried out faithfully or accurately understood. Congress expressed worries in 2004 about the rise in the number of pupils receiving special education and how it may have been prevented if early instructional assistance and interventions had been made available. The percentage of pupils recognized as having a particular learning impairment, the biggest group treated by special education, has decreased by 12.4% since 2001 as a result of the drive for improved evidence-based approaches (Brue, 2011).

Parental Input

The Planning and Placement Team considers family feedback when determining a student’s eligibility for special education. While some parents reject special education services, others advocate for them. There is some doubt as to whether the special education services are necessary or in the student’s best interests. Overidentification is a result of parental pressure since special education involves one-on-one assistance, small groups, and modifications that some parents deem appropriate for their kid.

Conclusion

Since the Rehabilitation Act of 1973, the rights of those with disabilities have continued to develop. Students with IEPs make about 15% of the student population in Connecticut, according to the State Department of Education (Werth, 2019). Due to the diversity of school districts around the nation, educational procedures differ even within states, making it difficult to identify pupils who need special education on the basis of their gender, color, or socioeconomic condition. Although there are standards and assessment findings, diagnosing a pupil requires a variety of staff members with different levels of experience. Human mistake cannot be completely eliminated, and there can be no objective educational system. As instructors, it is crucial to bear in mind that