As school psychologists, one crucial area of focus is tackling the issue of disproportionality in special education. Disproportionality refers to the overrepresentation or underrepresentation of certain racial or ethnic groups in special education programs. While a variety of factors can contribute to disproportionality, it is critical that we as school psychologists take an active role in identifying and addressing this issue. In this blog post, I will discuss several strategies for addressing disproportionality in special education as a school psychologist.
Implicit biases are unconscious attitudes or stereotypes that affect how we perceive and interact with others.
Collect and analyze data
One of the most important strategies for addressing disproportionality in special education is to collect and analyze data related to referral rates, evaluations, and placements. This data can help identify any patterns or trends that may be contributing to the issue. As a school psychologist, you can work with other members of your school’s leadership team to develop a plan for collecting and analyzing data. This plan might include reviewing referrals and evaluations, examining placements and recommendations for services and accommodations, and using surveys or other tools to gather information from parents and educators about their experiences with the special education system.
Foster cultural competence
Another key strategy for addressing disproportionality in special education is to foster cultural competence among school staff. This means developing an understanding of the cultural and linguistic backgrounds of your students and their families, and using that understanding to guide your work as a school psychologist. Strategies for fostering cultural competence might include providing staff training on cultural and linguistic diversity, engaging in self-reflection and examination of personal biases, and actively seeking out and valuing diverse perspectives and experiences.
Address implicit biases
Implicit biases are unconscious attitudes or stereotypes that affect how we perceive and interact with others. These biases can contribute to disproportionality in special education by influencing referrals, evaluations, and placements. As a school psychologist, it is essential to be aware of your own implicit biases and to work to address them. This might involve participating in training or professional development activities focused on implicit bias, using tools and resources to identify and examine your unconscious attitudes and beliefs, and seeking out feedback and guidance from colleagues and supervisors.
Implement evidence-based practices
Implementing evidence-based practices is another effective strategy for addressing disproportionality in special education. Evidence-based practices are interventions, strategies, and programs that have been proven effective through research and evaluation. By using evidence-based practices, school psychologists can ensure that all students receive appropriate interventions and support, regardless of their race or ethnicity. Schools might consider implementing school-wide approaches like Response to Intervention (RTI), Positive Behavioral Interventions and Supports (PBIS), or Multi-Tiered Systems of Support (MTSS).
Engage parents and families
Finally, school psychologists can address disproportionality in special education by actively engaging parents and families. Parents and families can offer valuable perspectives on their child’s strengths and needs, as well as their cultural and linguistic background. Engaging parents and families in the special education process can help build trust and promote collaboration between schools and families. Strategies for engaging parents and families might include holding meetings or workshops focused on special education, providing translated materials and interpretation services, and involving parents and families in the development of Individualized Education Programs (IEPs).
As school psychologists, we have an essential role to play in addressing disproportionality in special education. By collecting and analyzing data, fostering cultural competence, addressing implicit biases, implementing evidence-based practices, and engaging parents and families, we can work to ensure that all students receive equitable and appropriate services and support. Be sure to continue learning and staying informed about the issues surrounding disproportionality, and work collaboratively with colleagues and stakeholders to create positive change.
Photo by Suad Kamardeen on Unsplash
