The Intersection of Race and Disability: Implications for Teacher Training in SLD Recognition
In a recent study published in the American Educational Research Journal, researchers investigated the relationship between teacher race and the likelihood of Black students being identified for special education services. The study, which used administrative data from North Carolina elementary schools between 2007 and 2013, found that Black male students were less likely to be placed in special education when taught by Black teachers. Specifically, Black boys were 1.7 percentage points less likely to be identified with a disability when matched with a Black teacher, compared to a non-Black teacher. The effect was even more pronounced for economically disadvantaged Black boys without previous disability identification, who experienced a 2 percentage point reduction in disability identification when matched with Black teachers.
One of the most striking findings of the study was that the results were strongest for specific learning disabilities (SLDs), which have a more subjective diagnosis compared to other disabilities. This suggests that teacher discretion plays a significant role in the identification of SLDs, and that cultural understanding and interpretation of student behaviour may influence referral decisions. The study’s authors note that whilst special education placement can be beneficial when appropriate, concerns arise from the potential stigma and the possibility of more discretionary need for services in some cases.
The findings of this study highlight the urgent need for better teacher training in recognising Specific Learning Disabilities. Given the subjective nature of SLD diagnosis and the potential for bias in the referral process, it is crucial that teachers are equipped with the knowledge and skills to accurately identify students who may be struggling with these disabilities. By improving teacher training in this area, we can ensure that all students, regardless of race or socioeconomic status, receive the support they need to succeed academically. This article will delve deeper into the challenges surrounding SLD recognition and propose recommendations for enhancing teacher training to better serve students with these disabilities.
Background
Specific Learning Disabilities (SLDs) are a group of neurodevelopmental “disorders” that affect an individual’s ability to acquire and use specific academic skills, such as reading, writing, or maths. These disabilities are not a result of intellectual disability, sensory impairment, or lack of proper instruction. Instead, they are believed to be caused by differences in how the brain processes information, making it challenging for students with SLDs to perform at the same level as their peers in specific academic areas. Common types of SLDs include dyslexia (difficulty with reading), dysgraphia (difficulty with writing), and dyscalculia (difficulty with math). [note: gestalt processing is usually classified as an SLD.]
According to the National Center for Education Statistics, SLDs are the most common type of disability among students in the United States. In the 2019-2020 school year, 33% of all students receiving special education services were identified as having an SLD. This translates to approximately 2.3 million students nationwide. The high prevalence of SLDs underscores the importance of accurate identification and appropriate support for these students in the educational setting.
Early identification and intervention are crucial for students with SLDs to achieve academic success and avoid the negative consequences associated with unaddressed learning challenges. When SLDs are not identified and addressed early on, students may experience frustration, low self-esteem, and a lack of motivation to learn. These factors can lead to poor academic performance, behavioural issues, and even dropping out of school. In contrast, when students with SLDs receive timely and appropriate support, such as specialised instruction, accommodations, and assistive technology, they are more likely to develop coping strategies, build resilience, and achieve their full academic potential. Therefore, it is essential that educators are trained to recognise the signs of SLDs and refer students for evaluation and support as early as possible.
Teacher Training and SLD Recognition
Despite the high prevalence of SLDs among students (my school’s IEP population is heavily skewed towards SLD), many teachers are not adequately prepared to identify and support students with these disabilities. In most teacher education programs, pre-service teachers receive limited training in special education, with even less focus on SLDs specifically. A recent study found that only 17% of general education teachers feel very well prepared to teach students with mild to moderate learning disabilities. This lack of preparation can lead to delays in identifying students with SLDs and providing them with the necessary support.
Recognising SLDs can be particularly challenging due to the subjective nature of their diagnosis. Unlike other disabilities that may have clear physical or sensory indicators, SLDs are often identified through a combination of observation, assessment, and professional judgment. Teachers must be able to distinguish between typical learning struggles and those that may indicate an underlying disability. This requires a deep understanding of child development, learning processes, and the unique characteristics of SLDs. Without this knowledge, teachers may overlook or misinterpret signs of an SLD, leading to missed opportunities for early intervention.
Furthermore, potential biases and misinterpretations in the referral process can contribute to the under-identification or over-identification of certain groups of students with SLDs. Research has shown that factors such as race, ethnicity, socioeconomic status, and English language proficiency can influence a teacher’s perception of a student’s academic performance and behaviour. For example, cultural differences in communication styles or expectations for classroom behaviour may be misinterpreted as signs of an SLD. Similarly, students from disadvantaged backgrounds may be more likely to be referred for special education services due to a lack of access to high-quality instruction or support outside of school. These biases can perpetuate inequities in the identification and treatment of students with SLDs.
To address these challenges, it is essential that teacher education programs prioritise training in SLD recognition and provide ongoing professional development for current teachers. This training should include a strong foundation in child development, learning theories, and the characteristics of SLDs. Teachers should also be equipped with culturally responsive practices and strategies for addressing potential biases in the referral process. By improving teacher training in this area, we can ensure that all students with SLDs are identified early and receive the support they need to succeed academically.
Study Findings and Implications
The study by Hart and Lindsay (2023) provides compelling evidence of the relationship between teacher race and the identification of SLDs among Black students. The researchers found that “Black boys were 1.7 percentage points less likely to be identified with a disability if they were matched to a Black teacher” (Hart & Lindsay, 2023). This finding was even more pronounced for economically disadvantaged Black boys without previous disability identification, who experienced a 2 percentage point reduction in disability identification when matched with Black teachers. These results suggest that teacher race plays a significant role in the recognition and referral of Black students for special education services related to SLDs.
Several possible explanations for these findings have been proposed. One explanation is that Black teachers may have a better cultural understanding of their Black students’ experiences, communication styles, and behaviours. As noted by Lindsay, “Black teachers may be less likely to suggest screening for disabilities across the board,” and “it may be that Black teachers interpret certain behaviours as simple inattentiveness rather than a disability, or that Black students respond to Black teachers with more engagement” (Hart & Lindsay, 2023). This cultural understanding may lead Black teachers to be less likely to pathologise certain behaviours or learning challenges as indicative of an SLD, instead recognising them as a product of cultural differences or individual variation.
Another possible explanation is that Black teachers may be more attuned to the potential biases and inequities in the special education referral process. Research has shown that Black students, particularly Black boys, are disproportionately represented in special education programs (Skiba et al., 2008). Black teachers, who may have experienced or witnessed these inequities firsthand, may be more cautious in referring Black students for special education services, particularly for SLDs, which have a more subjective diagnosis.
The findings of this study have significant implications for the need to improve teacher training in SLD recognition. As Hart and Lindsay note, “special education placement can benefit children when deemed appropriate,” but “concerns come from children being exposed to the potential stigma of special education and 'the need for services may be more discretionary’” (Hart & Lindsay, 2023). To ensure that all students with SLDs receive the support they need, while avoiding the negative consequences of misidentification, it is crucial that teachers are equipped with the knowledge and skills to accurately recognize and refer students for special education services.
Moreover, the study’s findings highlight the importance of cultural competence in the special education referral process. Teacher education programs must prioritise training in culturally responsive practices, helping pre-service teachers understand and appreciate the diversity of their students’ backgrounds and experiences. This training should also address potential biases and provide strategies for ensuring equitable treatment of all students, regardless of race or socioeconomic status.
As such, the study by Hart and Lindsay (2023) underscores the complex interplay between race, teacher discretion, and the identification of SLDs. By improving teacher training in SLD recognition and promoting cultural competence in the referral process, we can work towards a more equitable and effective system for supporting students with learning disabilities.
Recommendations
Given the critical importance of early identification and intervention for students with SLDs, it is surprising and concerning that comprehensive SLD training has not been a core component of teacher education programs for decades. Pre-service teachers should receive extensive instruction in recognising the signs of SLDs, understanding the unique learning needs of students with these disabilities, and implementing evidence-based strategies for supporting their academic success. This training should be integrated throughout the teacher education curriculum, rather than being relegated to a single course or module. By prioritising SLD training in teacher preparation, we can ensure that all new teachers enter the classroom equipped with the knowledge and skills necessary to identify and support students with learning disabilities.
In addition to improving pre-service teacher education, it is equally important to provide ongoing professional development for current teachers in the area of SLD recognition and support. With the rapid advancements in research on learning disabilities and the development of new instructional strategies, it is essential that teachers have access to up-to-date information and training. School districts and educational organizations should invest in high-quality professional development programs that focus on SLDs, allowing teachers to deepen their understanding of these disabilities and refine their practices over time. It is puzzling that such ongoing professional development has not been a standard practice in schools for years, given the prevalence of SLDs among students and the critical role that teachers play in identifying and supporting these learners.
Another key recommendation is to foster greater collaboration between general education teachers and special education professionals. Historically, there has often been a disconnect between these two groups, with general education teachers feeling ill-prepared to work with students with disabilities and special education teachers (like me) being isolated from the mainstream curriculum. By encouraging regular communication, consultation, and actual co-teaching between general and special education teachers, schools can create a more inclusive and supportive environment for students with SLDs. Special education professionals can share their expertise in identifying and accommodating learning disabilities, whilst general education teachers can provide insight into the demands of the general curriculum and the unique strengths and needs of individual students. It is regrettable that such collaboration has not been a cornerstone of educational practice for generations, as it has the potential to significantly improve outcomes for students with SLDs.
Finally, it is crucial that schools and teacher education programs address potential biases and promote cultural competence in the special education referral process. For far too long, students from diverse racial, ethnic, and socioeconomic backgrounds have been disproportionately identified as having learning disabilities, often due to cultural misunderstandings or assumptions about their abilities. To counter these biases, teachers must receive training in culturally responsive practices, learning to recognise and appreciate the unique strengths and experiences that students bring to the classroom. Teacher education programs should provide opportunities for pre-service teachers to examine their own biases and develop strategies for ensuring equitable treatment of all students. Additionally, schools should regularly review their referral processes and data to identify and address any patterns of disproportionality. It is a travesty that these issues of bias and cultural competence have not been at the forefront of educational equity efforts for decades, as they have serious implications for the academic and life outcomes of students with SLDs.
Thus, the recommendations outlined above – incorporating comprehensive SLD training in teacher education, providing ongoing professional development, encouraging collaboration between general and special education teachers, and addressing biases in the referral process – are long overdue. By prioritising these actions, we can create a more equitable and effective educational system that supports the success of all students, including those with SLDs. It is time for educators, policymakers, and society as a whole to commit to these reforms and ensure that every student receives the high-quality instruction and support they need to thrive.
Wrapping things up …
The accurate identification of Specific Learning Disabilities is crucial for ensuring that all students receive the support they need to succeed academically and in life. When students with SLDs are not identified early and provided with appropriate interventions, they are more likely to experience frustration, low self-esteem, and academic failure. These negative outcomes can have lasting impacts on their educational and career prospects, perpetuating cycles of inequality and disadvantage.
To address this issue, we must take immediate action to improve teacher training and support in recognising SLDs. This includes incorporating comprehensive SLD training in teacher education programs, providing ongoing professional development for current teachers, encouraging collaboration between general and special education teachers, and addressing potential biases in the referral process. By equipping teachers with the knowledge, skills, and resources they need to identify and support students with SLDs, we can create a more equitable and effective educational system.
Moreover, the findings of the study by Hart and Lindsay (2023) highlight the potential benefits of a more diverse and culturally responsive teaching workforce. When students with SLDs are matched with teachers who share their racial or cultural background, they are more likely to be accurately identified and receive appropriate support. This underscores the importance of recruiting and retaining teachers from diverse backgrounds and providing all teachers with training in culturally responsive practices.
However, it is important to recognise that the challenges facing students with SLDs are not solely a product of inadequate teacher training or a lack of diversity in the teaching workforce. Rather, these issues are deeply rooted in the systemic inequities and failures of the neo-liberal capitalist system in which our educational institutions operate. Capitalism prioritises profit over the well-being and development of individuals, leading to underfunded schools, overcrowded classrooms, and a lack of resources for supporting students with diverse learning needs.
If we truly want to create an educational system that works for all students, including those with SLDs, we must look beyond the limitations of capitalism and imagine a more holistic, equitable approach to education. This may require fundamentally rethinking the way we structure and fund our schools, moving away from a system that reproduces inequality and towards one that prioritises the needs and potential of every student.
Such a transformation will not be easy, but it is necessary if we are to fulfill the promise of education as a means of empowerment and liberation for all. By combining the practical recommendations outlined in this article with a broader vision for educational and social change, we can work towards a future in which every student, regardless of their learning differences or background, has the opportunity to thrive and reach their full potential.
References
Hart, C., & Lindsay, C. (2023). Black teachers are less likely to refer Black boys to special education, study finds. American Educational Research Journal.
Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J., & Chung, C.-G. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74(3), 264-288.