Disproportionality in Special Education Fueled by Implicit Bias

In Nikki Woodward's 24-year career as a special education teacher, she has seen one too many students of color with disabilities misidentified and misplaced-meaning they did not receive the services needed to help develop academic and social skills, improve their well-being, and prepare for a successful life after school. The Maryland educator has also seen it close to home.

Years ago, when Woodward's cousin was an infant, she noticed certain traits in his social interactions that were atypical. She suspected autism.

The diagnosis from early interventionists determined ADHD, and for years special education teams provided services (and medication) to help manage his behavior-missing the fact that the child had no capacity to have a conversation or interact with others. He avoided eye contact but could sit for hours to build any Lego set put before him, a classic sign of hyper fixation, Woodward explains.

"He was in fourth grade when he went back to the ADHD specialist," she recalls. "They literally looked at him and said: 'This child does not have ADHD. This child has autism.'"

Woodward says that oftentimes diagnoses for autism are reserved for kids who don't look like her or her cousin.

"It is easy for [a specialist] to say, "Oh, he's a Black kid, [with behavioral issues], he has to have ADHD."

After receiving the right diagnosis and placement, Woodward's cousin is now a junior in high school and thriving-currently touring prospective colleges.

"This crosses color line too," Woodward says, and adds: "We need all educators to check their own bias about how they show up and allow their perceptions of the community they live within [or outside of] impact the way they make recommendations for kids."

When the "Education for All Handicapped Children Act" passed, in 1975, students with disabilities who were found eligible for special education services would be provided, by law, a free and appropriate public education using an individualized education program (IEP)- based on the special education evaluation and the unique strengths and needs of the student. After the 1990, reauthorization, the law became Individuals with Disabilities Education Act (IDEA).

Since then, IEPs have benefited many students. But along the way, something surfaced: Implicit bias.

Consequently, many students of color and multilanguage learners have been disproportionately misidentified and misplaced, impacting the types of services students needed or did not need.

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