Make Correction/Proofread This study is focused on discussing the…

Question Answered step-by-step Make Correction/Proofread This study is focused on discussing the… Make Correction/Proofread This study is focused on discussing the impact of special education placement on African American students in high school. The placement of African American students into special education school settings has been viewed as institutional racism. Additionally, due to the pace of the instruction and curriculum, there are limits to the academic benefits. Historically, special education educators were not required to be subject qualified but instead  were required to help academically and behaviorally challenged students with their academic skills. Administrators’ involvement is crucial in aiding and guiding staff and professors in recognizing the different cultural and social background of all pupils. The school system must take steps to guarantee good communication with parents and other stakeholders in the student’s education. Communication between the parents and the school is vital for the student’s academic improvement and education development (Brewster & Thompson) (Brewster & Thompson). Special education placement has led to the improvement of academic performance of African American student resulting in reduction in the dropout rate. Terms and DefinitionsIndividualized Education Program (IEP): This is a tool used in the school system to assist students with disabilities by presenting strategies, accommodations, planning, and implementation of the IEP in both general and special education classrooms.Behavior Management in Special Education: This is the strategy that educators use to plan and implement behavior management in the classroom.Self-contained: This is the term used to describe the placement of disabled students in a single academic classroom with other disabled students. This is a setting designed specifically for students with disabilities, in which all students with various disabilities are integrated.The United States Department of Education: A federal agency charged with ensuring that all children in the United States have equal access to a high-quality education, regardless of their socioeconomic status, race, religion, or gender.Preschool Program for Children with Disabilities (PPCD): This is a special education program for children aged 3 to 5 years who have special needs. Head start, private preschools, child development centers, and elementary schools are all places where PPCD services are provided.Social Behavior Skills (SBS): is a program designed for educators to help students learn decision-making and social skills in order to ensure that students have social responsibilities and self-responsibility.The Transition: This program is designed to assist students with disabilities in gaining independence and preparing for employment after high school graduation.Cultural Diversity Competent Classroom: This is an instructional environment in which all students, regardless of social, economic, or cultural background, have access to high-quality instruction and educational experiences.The National Alliance of Black School Educators (NABSE): is a non-profit organization that provides special education service placement guidelines and recommendations based on the needs of African American and disabled students.Special Education: is a specialized instructional delivery method and intervention designed to provide academic and educational support to students with disabilities whose academic needs cannot be met in a regular classroom setting.African American: This refers to a group of people with African ancestry who live in the United States of America. They can also be distinguished by their phenotypical appearance.The Individuals with Disabilities Education Act (IDEA): Is a federal law that was first passed in 1975 and then amended in 2004. IDEA was established to ensure that disabled children have access to a free and appropriate public education. Least Restrictive Environment (LRE): Guides a child’s education and academic program. Children with special education needs should be in the same classroom as other children as much as possible. Because of their individual needs, weaknesses, and strengths, each child’s LRE is unique.Student Motivation is Important. Educators struggle with student motivation, which is critical when addressing the impact of special education placement of African American students in high school. Furthermore, many educators believe that establishing an exciting learning environment by offering varied approaches to the work are the keys to student motivation. This method, however, is ineffective since children in special education programs appear to be uninterested in these various tasks (Hamblet, 2017). The focus on student disabilities rather than the curriculum and instructional practices limits special education placement (Andrew & Lee, 2022). Student motivation and classroom engagement on the other hand, are enhanced by well-practiced and successful instructional tactics, and classroom management. As a result, educators in a special education setting must include content-based activities in practice and instruction delivery sessions while organizing instructional activities. When classroom management achievement and student motivation are combined, students benefit. When a task is exciting and enjoyable, students are more likely to complete it (Hamblet, 2017). Children in a general education context tend to perform at a higher rate of academic success than students in a distinct resource classroom, which can be restrictive for all students, especially African American students. Furthermore, instructors in a special education context face challenges with classroom management (Hamblet, 2017). As a result, placing African American students in general education rather than the disproportionate placement in special education programs will have a direct influence on their academic engagement and classroom motivation, resulting in academic achievement. Literature Review This paper’s literature review uses a qualitative research technique to examine and combine the numerous literatures on the impact of special education placement on African American high school students. There is enough research on the influence of special education placement on disabled students; however, few studies have sought to investigate the impact of special education placement on African American and other minority students in the United States of America. Literature integration is required to investigate the topic and provide educators with a current point of reference to guide their instructional delivery and future academic study. The integration of multiple literatures for this research is critical because it gives crucial information which allows educators to access and handle the situation of African American students in high school receiving special education placement. As a result, the literature review method is used to provide a thorough summary of the topics. Gap in Research There are numerous publications, peer reviews, and dissertations on African Americans’ disproportionate placement in special education; however, the various literature assessments of the impact of special education placement on African American high school students has limits. In other word, there is a scarcity of contemporary studies examining the impact of special education placement on African American high school students. For example, there have been studies on how preconceived biases in the evaluation process affect disproportionate placement.  In addition, most literature and studies were limited to obsolete papers and assessments. As a result, further study is needed to establish how African American high school students are impacted by special education placement. There are currently studies on the disproportionate placement of African American students in special education. However, there is no research on the impact of special education placement on African American high school students.  An overview of the impact of special education placement on African American high school students. The National Alliance of Black School Educators (NABE) has developed standards and recommendations for the placement of African American pupils and students with disabilities in special education (Andrew & Lee, 2022). African American children in special education programs confront obstacles because their teachers are often unfamiliar with the learning techniques required to promote and acknowledge the cultural diversity and social background of their students. It’s vitally important to remember that special education placement is necessary for the nurturing of students with disabilities while discussing the impact of special education placement on African American high school students. The placement process comprises an Individualized Education Program (IEP) team which makes decisions on a student’s placement based on their unique needs and abilities. When making placement selections, the IEP team must evaluate the Least Restrictive Environment (LRE), which will allow students to make behavioral, intellectual, and educational progress toward the IEP goals. As an educational program, special education placement has helped African American students improve their grades, the direct result being lower high school dropout rates. This success can be attributed to educational settings such as self-contained, resource, and mainstream. As a result, regardless of ethnicity, gender, religion, socioeconomic status, or physical limitations, all students deserve access to a high-quality education (Hamblet, 2017).It has been proven that students with disabilities who receive classroom instructions in a general education mainstream setting, rather than being placed in a separate classroom with separate educational and classroom instructions are more successful. In other words, mainstream placement is an educational setting in which students with disabilities receive instruction alongside their peers in a regular classroom, with the assistance of a special education teacher who ensures that all students have access to the same content and curriculum materials (Alizamar & Afdal, 2017). This mainstreaming technique has been implemented for African American students with disabilities, providing them with individualized services in a typical classroom setting while providing them with the same high-quality educational opportunities as their peers, regardless of race or culture. In all classroom activities, African American students have been able to grow, gain information, and participate, while intermingling with their peers in the mainstream educational setting. As a result, mainstreaming as an educational idea has provided African American students with a welcoming learning atmosphere. In a mainstream learning environment, African American students are motivated since they are learning in a classroom setting with other students, regardless of disabilities. All children, regardless of race or disability, can benefit in the mainstream environment by cultivating a spirit of collaboration and ensuring that they are prepared to effectively contribute economically and socially to their communities as students and adults. The special education resource setting, which includes instruction by special education professionals in a separate classroom, assists African American students. This special education program in a resource learning environment enables students with disabilities to complete their education and contribute to their communities. For years, African American students in special education classrooms have benefited from the resource setting, which ensures that their psychological, physical, and educational requirements are satisfied (Tone, et. Al. 2017). The availability of appropriate resources in various special education placements for African Americans students has had an impact on their performance in various schools and resulted in the lowering of African American student dropout rates. Adjustments, inclusiveness, curriculum support, and IEP services are offered to assist their school’s environmental growth, instructional, and academic accommodations. Through classroom instructional setup, accommodation for their behavioral, physical, and intellectual challenges, and instructional and behavioral assessment accommodations, African American children benefit from the support of general education and special education teachers. There is also the benefit of curriculum support, which was established to assist special education educators and general education educators in developing techniques to ensure the proper implementation of special education curriculum in diverse programs. Lesson plans, special education activities, academic and educational materials for instructional delivery and support make up the curriculum support for the special education program. Inclusionary special education placement entails a variety of instructional delivery options for the promotion and execution of a special education program in a regular general education classroom with a general education teacher. IEP resources have also been utilized by general education and special education teachers to assist students with disabilities in the planning, accommodation, and execution of their IEPs. Teachers in general education and special education utilize instructional suggestions and proactive techniques to ensure that students with disabilities can interact with their peers in an inclusive learning environment (Shaw, 2017). Additionally, in inclusive learning environments, classroom behavioral management tools are used to develop and implement behavioral management approaches to maintain a safe and secure learning environment for all students. The provision of teaching in a self-contained setting is another advantage of special education placement for African American students. A self-contained setting is a classroom environment in which disabled students interact and learn with other disabled students. This teaching setting is based on specific disabilities, with students with disabilities being integrated. However, in the United States, the regulation of class size differs from state to state. For pupils who are easily distracted, having fewer students in a classroom is good because they will require more targeted instruction and assistance. Special education educators with specialized education and training for the delivery of educational services to students with disabilities are required in self-contained settings. African American students with disabilities now have access to a fair and high-quality education thanks to this special education instructional setting. African American students benefit from such special education settings because their teachers ensure that they work to meet their students’ intellectual, educational, physical, and behavioral needs regardless of age, socioeconomic background, sex, or race (Garland, Thompson & Iezzoni, 2021). African American students benefit from special education placement because their instructors may be assigned an assistant to help them provide instruction in the classroom. In the United States, school districts are obligated to provide a self-contained education environment in which students with disabilities can partake in specials and extracurricular activities. These extracurricular activities have a favorable impact on all children with impairments, including African American students, in terms of intellectual and social ability. Furthermore, these extracurricular connections aid in the decrease of dropout rates among students with impairments. Students must be eligible for special education services in one of the impairment categories listed in the Individuals with Disabilities Education Act (IDEA). Response-to-Intervention (RTI) and a Multi-Tier System of Supports are used to identify students with academic or behavioral disabilities (MTSS). In addition, the special education teacher and other support staff are involved in the identifying process. RTI is a multi-tiered technique used in special education to help students who are having difficulty with the curriculum or a specific academic skill. This process has allowed for the early introduction of high-quality research-based interventions that are utilized to make decisions about students who are struggling academically. MTSS is a systemic and ongoing special education improvement framework that incorporates problem-solving and data-driven decision-making to ensure that students who are struggling academically receive the support they need (Anctil & Miguel Bauman, 2020). Furthermore, the MTSS framework ensures that students receive the degree of support that is suitable to their needs by utilizing quality intervention assessment practice and evidence-based instructional approaches. The culturally diverse classroom is significant in the discussion of the impact of special education placement on African American student dropout rates in high school because it creates an environment in which all students, regardless of race, socioeconomic status, or cultural background, receive a quality education.  The variety of cultures for all students must be recognized, and school leaders and educators must be available to address any concerns that arise in a natural and culturally acceptable manner. Furthermore, educators and school leaders must recognize students’ needs by establishing a relevant relationship between students and the educational task. Educators and school administrators working in special education settings should have a good awareness of how students’ life experiences and cultures affect their capacity to form relationships with their classmates in the classroom. To maintain a secure learning environment for all students, educators, school leaders, and support personnel should be culturally competent in all areas. These factors have an impact on all students, with a particular focus on minority students. Cultural competence is a high priority in the employment process of all teachers, including special education instructors, for the achievement of minority student populations, particularly African American students. According to the National Alliance of Black School Educators (NABSE), school leaders must assure cultural competency training for all educators and support staff as a critical component of enhancing the school system’s academic performance. In other words, NABSE’s special education recommendations and academic criteria are centered on the needs of African American students and children with disabilities. As a result, educators and school administrators must be aware of their students’ unique learning styles in order to provide the support that minority students and children from various cultural backgrounds require. To improve educators’ and school administrators’ understanding of the cultural diversity within the educational system, staff development training should be implemented. When used for critically self-assessed and reflective practice of individual cultural experiences, staff development training is a crucial instrument in an educational system (Garland-Thompson & Iezzoni 2021). By eliminating racial biases in the educational system, school administrators and instructors can create a pleasant and collaborative learning environment for African American students. Educators should have the necessary teaching methodologies and classroom materials to address all students’ cultural demands. Additionally, educators, school leaders, and support personnel should join organizations that advocate equitable education for all students in order to meet the needs of African American students. These organizations, such as the National Association for Bilingual Education and the National Alliance of Black School Educators, provide instructional methodologies and educational materials necessary to satisfy all students’ cultural and academic demands (Dyck, 2015). To meet the needs of minority students, particularly African American students, educators, school leaders, and support staff will be required to address harmful and unfounded racial and implicit biases in staff development training to ensure that all students, regardless of ethnicity, cultural background, or socioeconomic status, are respected. Because African American families are well informed on the correct tactics to apply to help their children, family involvement in the special education placement process has resulted in decreased dropout rates of African American students. Parents of African American students in special education settings are given sufficient information about their children’s needs. Furthermore, by instilling in their children the value of education, family involvement helps to reduce the prevalence of inappropriate actions. School leaders play a critical role in providing a secure school environment by developing efficient communication between the school and family, which is critical for children’s academic performance. It is the job of the school system to bring parents up to date on their children’s progress in order for the family to see the value of the educational system. For students in special education, the long-term benefit is a lower dropout rate and greater graduation rates (Slaw, 2017).Conclusion The special education identification process is intended to ensure that all students receive appropriate educational services from competent educators who can help them achieve their needs and overcome their academic obstacles. To protect their children, African American and other minority parents like all other parents, should be informed about the referral and placement processes. As a result, parents should be involved in recognizing their children’s needs, participating in the formal assessment process, being present for the development of a personalized education program, and assisting in the evaluation of intervention implementation progress. By addressing the detrimental racial and implicit biases in the school system toward African Americans students in special education, school administration, instructors, and faculty may promote a safe and positive learning environment. Furthermore, school leaders and staff members must be educated about their responsibilities in ensuring that all students’ academic improvement and educational accomplishment is maintained and supported. Continued research is needed; however, to evaluate the impact of special education placement on African American high school students.         Social Science Sociology EDUC 798 Share QuestionEmailCopy link Comments (0)