Voices beyond the numbers: a systematic review of qualitative studies of disproportionality in special education

Abstract

Researchers in the field of special education has voiced concerns about the disproportionality of diverse students identified for special education services for decades. However, most of the recent research has focused on showing this issue using quantitative data. The voices beyond the numbers are imperative in better understanding this decades long phenomenon. Unfortunately, these voices are rarely present within the context of disproportionality in special education. The present study reports a systematic review of qualitative articles to highlight findings in the literature to contextualize current quantitative data and provide a more representative picture of the phenomenon in the U.S. Results show the over and underrepresentation of students of color in special education according to the voices of educators, family members, and others supporting these students.

Keywords:

• Disproportionality
• qualitative research
• representation
• special education identification

Acknowledgment

Dr. Barrio will like to acknowledge The Center for Racial and Ethnic Equity in Health and Society (CREEHS) and the UNT ELEVAR Program at the University of North Texas.

Additional information

Notes on contributors

Brenda L. Barrio

Brenda L. Barrio is an Associate Professor of Special Education — Critical Perspectives at the University of North Texas. Her research focuses on the areas of disproportionality of culturally and linguistically diverse students in special education, culturally responsive teaching, bilingual special education, and pre-/in-service teacher preparation.

Sarah L. Ferguson

Sarah L. Ferguson is an Associate Professor of Quantitative Methods at Rowan University. Her current research focuses on two areas: the education and utilization of quality research methods and analyses, and supporting the career development pathway for individuals from high school to career in STEM fields.

Kate A. Hovey

Katrina A. Hovey is an Associate Professor and the Special Education Program Coordinator at Western Oregon University. Her current research focuses on culturally responsive teacher preparation to support diverse PK-12 learners with special academic and behavioral needs.

Peter Boedeker

Peter Boedeker is an Assistant Professor in the Department of Education, Innovation, and Technology at Baylor College of Medicine in Houston, Texas. Boedeker is interested in the evaluation and application of multilevel modeling, meta-analysis, and quasi-experimental methods in various disciplines including medical, gifted and talented, and STEM education research.

Benita Kluttz-Drye

Benita Kluttz-Drye received her Ph.D. in Education from Rowan University in Glassboro, NJ. She is the Associate Director for Innovation and Professional Learning for the University of North Carolina at Greensboro’s partnership school, Moss Street Partnership School and an adjunct professor with Rowan University in the Department of Interdisciplinary and Inclusive Education. Her research interests are in special education, urban education, and preparing educators for instructing Black boys with disabilities.