Significant Disproportionality in Special Education
Why Does SD Occur?
There is no single cause. Multiple factors often intersect, including:
- Limited access to scientifically based instruction;
- Barriers that may impede identification or placement in particular settings;
- Inappropriate disciplinary removals;
- Lack of access to appropriate diagnostic screenings;
- Differences in academic levels; and
- Ineffective or insufficient policies, practices, or procedures.
Significant disproportionality (SD) occurs when students from any group are overrepresented in special education identification, placed in more restrictive settings, or disciplined at higher rates compared to their peers.
Under the Individuals with Disabilities Education Act (IDEA), states and local education agencies (LEAs) must use data to identify instances of SD and implement improvement efforts to address the contributing factors.
State and Local Education Agency Responsibilities
State Education Agencies (SEAs) must:
- Define their methodology for calculating SD;
- Collect and analyze data from LEAs to assess disparities in identification, placement, and discipline;
- Report findings to the Office of Special Education Programs; and
- Require LEAs with SD to reserve the maximum allowable funds for comprehensive, coordinated early intervening services (CCEIS) and monitor progress.
LEAs identified with SD must:
- Review and revise policies, procedures, and practices;
- Reserve 15% of IDEA Part B funds for the CCEIS; and
- Report on changes to policies, procedures, and practices.
Why Partner with AIR?
AIR offers a comprehensive framework to help states and LEAs address SD through:
- Customized training and ongoing coaching tailored to your contexts;
- A collaborative approach that unites general and special education staff and parents/families around a shared vision.
- A team of experienced educators, administrators, faculty, and SEA leaders who provide actionable, evidence-based recommendations.
- Acceptance of CCEIS to deliver technical assistance and coaching for LEAs required to allocate 15% of IDEA Part B funds toward SD efforts.
Our Impact
Texas Leaders and Educators Addressing Disproportionality in Special Education (LEADS)
Funded by the Texas Education Agency, LEADs builds capacity among education service centers and LEAs to identify and address SD. Through intensive training, coaching, and communities of practice, districts have experienced significant reductions in SD. Partners credit LEADs for providing:
- A strong outside perspective and vision;
- Long-term planning support;
- Extended capacity and stakeholder buy-in; and
- Action plans that lead to sustainable change.
Anne Arundel County Public Schools (AACPS)
AIR partners with AACPS to address SD in discipline and the identification of students with disabilities. Using a continuous improvement process. AIR supported AACPS in revising practices and implementing systemic changes that benefit all students.
