What Strategies Do African American Males who have an IEP Find Helpful in Building Positive Relationships with School Personnel

Abstract

African American males are disproportionately represented in special education programs, a trend that raised a lot of concerns about equity and inclusion in our educational and judicial system. This abstract examined the influences contributing to the inconsistency and potential strategies for creating equitable educational outcomes for our African American male students. Many factors contributed to the overrepresentation of African American males in special education. Some included socioeconomic disparities, cultural biases, and systemic inequities within both the educational and judicial systems. African American males are more likely to be subjected to constant referrals and assessment practices, leading to higher rates of identification for special education services. Implicit biases and stereotypes held by educators and administrators influenced decisions on student placement. The research behind the disproportionate representation is alarming and change needed to happen sooner rather than later. These factors hindered their academic achievement, social development, and long-term career opportunities. When having to address these challenges it often required teachers and administrators to have an adaptable approach. Culturally responsive teaching practices and professional development for education settings helped reduce biases and improve the accuracy of social education referrals and assessments. Implementing early intervention programs and providing other support for students who are at risk can prevent the unnecessary placement of African American males in special education. Promoting inclusive educational experiences that allowed special education students to be in the same classroom as their same-aged non-disabled peers enhanced social and academic outcomes for everyone.