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Disproportionate Representation of Minorities in Schools: The Case of Special Education
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Author(s): F. Javier García Castaño (University of Granada, Spain), Marta Zornoa Madrid (University of Granada, Spain), Lucía Lerma Parra (University of Granada, Spain)and Carla Alba Pulido (University of Granada, Spain)
Copyright: 2024
Pages: 28
Source title:
Transformative Intercultural Global Education
Source Author(s)/Editor(s): Isabel María Gómez Barreto (Universidad de Castilla-La Mancha, Spain)and Gorka Roman Etxebarrieta (Universidad del Pais Vasco, Spain)
DOI: 10.4018/979-8-3693-2057-0.ch004
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Abstract
Deno reflected on what special education should be. His reflections were related to Dunn's complaints regarding the disproportionate representation of minority ethnic low-income populations identified in special education schools in the US. Over the years, studies have gathered evidence to answer questions regarding the causes of such disproportions. However, it is important to establish what the characteristics of the studies were. The case in question focuses on Spain, where official school enrolment data do not segregate information by ethnic minorities. School enrolment classifications by nationality will be used as a descriptor. The proportion of the foreign population in the school system in Spain will be studied and compared with the same proportion in the European Union. Finally, the scientific evidence constructed with the information produced will be framed as a means by which to show how schools manage diversity through the construction of difference.
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