There are too many boys, African-American boys, in Special Education. The genius inside their DNA is astronomical. From the time of man's origins, Africans were builders, scientists, artists, politicians, doctors and everything they concentrated their power into creating and being. And yet, in the age of free education and abundant access to information, when we look at the population of children in Special Education classes we notice Black boys dominate in 'Learning Disabilities'.
Black and Hispanic males constitute almost 80 percent of youth in special education programs.
Black boys are 2.5 times less likely to be enrolled in gifted and talented programs, even if their prior achievement reflects the ability to succeed.
Black male students make up 20 percent of all students in the United States classified as mentally retarded, although they are only nine percent of the student population. http://www.nea.org/assets/docs/educatingblackboys11rev.pdf
Many are failing to guide their genius. And the more I dialogue with teachers, attend conferences, and critically research the 'dark' side of education, I'm beginning to see why and how this is so. Firstly, let's blame the parents of these boys. Im not pointing fingers at the scared, uneducated, disempowered mothers and fathers who blindly listen to the school administrators and do what is suggested. I want to blame them, but thats futile. My time is better served empowering them. They have been taught not to advocate for their child by experts who persuade them into believing their child can't learn or won't learn. The parents believe these falsehoods because of their own insecurities with low achievements in school and former difficulties with learning. The same disdain for education is being taught to their child. They are continuing the cycle of poverty. <------- a highly charged word, I know. Ask me about the cycle of poverty, I'ld be glad to share.
The parents I will wag my finger at are the ones who refuse to teach the child discipline and responsibility. Those two traits are a necessity for school success. I will add a third: resilience. These parents could do better by their children but are too lazy and trifling to do so. They may have been mediocre and average students, so they know enough to get the child help. Yet, they neglect to do so. Rather than demand the child succeed and reinforce their demands with one-on-one time reviewing lessons and continuous follow-up with the teacher, they instead shirk responsibility. Setting their son up for failure. They too are (voluntarily) placing their child in the cycle of poverty.
My main blame, however, goes to the system. The major players in assessing, referring and diagnosing Black boys into Special Education are teachers, education teams and administrators. Check this scenario shared with me recently:
She often talks about her son and how he is such a wonderful athlete. It took three weeks to learn he is only 12 years old. She says all his teachers and coaches encourage him to play sports because he is fast on his feet. He never has to be told to practice his sports, but he will not focus on his academics. She says she constantly tells him how important his school work is because if he doesn't pass then he can't play. She says he has problems concentrating on his work. She then shares, as her mood changes, that he is in Special Education. I ask, what is his disability? She says he has problems focusing and works slower than the other children. Puzzled as to his disability, I ask how he came to be in Special Education. She says since he was in preschool he couldn't keep still. His teacher would send home letters saying he didn't want to sit during carpet time and he wouldn't focus on his work. Then, when he was in elementary he never learned how to build words like the other children. The principal called her into a meeting and had him read out loud and rather than reading fluidly and lively, he chopped up his words and was expressionless. The principal recommended to her that she allow them to put him in Special Education so he could get one-on-one attention. He told her not to worry about the labels or how long he was in the program because it was what he needed. If he wanted to play sports, the label of Special Education allowed him modified coursework which would better help him pass. He's been in Special Education over 5 years.Sigh. So much I could say. Instead I will revisit this post in the near future. There is much I'm still learning. Plus I need some time to emotionally disconnect because I feel both saddened and angered.
http://www.examiner.com/article/a-rise-of-black-boys-entering-special-education
http://www.abpsi.org/pdf/specialedpositionpaper021312.pdf
http://www.coseboc.org/news-article/black-boys-disabilities
http://files.eric.ed.gov/fulltext/EJ901152.pdf
http://www.theroot.com/articles/culture/2012/10/special_ed_is_not_the_answer_for_black_males.html
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