What Is Disproportionality in Special Education?

Written by: Wilson College • Sep 17, 2026

A special education teacher plays with two students on the floor in a classroom.

Schools are responsible for ensuring that students receive the support they need, regardless of their racial or ethnic background. However, the rate at which students receive special education services varies among groups. During the 2022-23 school year, about 15% of public school students were served under the Individuals with Disabilities Education Act (IDEA). That figure reached 19% among American Indian/Alaska Native students and 17% among Black students, compared with 16% among white students.

These differences don’t necessarily prove that students were identified inappropriately. They demonstrate why schools need to examine whether race or ethnicity influences their educational decisions. Disproportionality in special education occurs when students from a particular group are underrepresented or overrepresented in disability identification, educational placement, or discipline.

Enrollment data provide only a partial view of how these patterns develop. Educators also need to consider what happens before students are referred for services and how decisions are made after a student begins to receive services.

What Is the Impact of Disproportionality in Special Education?

Special education provides students with essential instruction and support. Problems can arise when students don’t receive needed services or are identified and placed based on factors unrelated to a disability. These decisions can have various ripple effects:

Inappropriate or delayed support: Overidentification can lead to students receiving services they don’t need. Underidentification can leave students without assistance that could help them learn and make progress.
Reduced educational opportunities: Misidentification can cause educators to have lower expectations and restrict students’ access to rigorous instruction. Misplacing students in more restrictive settings can also cause them to become isolated from their peers.
Lost instructional time: Disproportionality also manifests in discipline. Black students and students with disabilities have historically been more likely than other groups to be suspended or expelled, according to federal data from the National Center for Education Statistics. Removing students from instruction has been linked with adverse outcomes, such as repeating a grade or dropping out.
Long-term consequences: Inappropriate placement can affect students’ confidence and contribute to stigma. When students have less access to challenging coursework or inclusive classrooms, it can limit their chances for success in college and employment.

What Causes Disproportionality in Special Education?

Disproportionality in special education can stem from several factors. It may result from individual educators’ attitudes and assumptions, as well as flawed classroom practices and school policies.

The influences that often drive disproportionality in special education include:

Implicit bias and educator perceptions: Unconscious beliefs can affect how educators interpret students’ abilities or behavior. They may also influence expectations and decisions during the process of developing an Individualized Education Program (IEP). As a result, educators may view similar academic struggles or behaviors differently based on a student’s racial or ethnic background.
Gaps in instruction and early support: Students should not be referred for evaluation when their difficulties reflect limited access to effective instruction or appropriate intervention, rather than a disability. Inadequate diagnostic screening can contribute to students being overlooked or incorrectly identified.
Policies and procedures: Identification criteria or discipline policies can produce unequal results even when they appear neutral. Inconsistent referral processes may leave too much room for subjective judgment.
Cultural and linguistic differences: Educators may misinterpret communication patterns or the effects of learning a new language as evidence of a disability. Assessments conducted only in English may also provide an incomplete picture of a multilingual learner’s knowledge and abilities.

How Can Administrators and Teachers Prevent Disproportionality?

Schools can reduce disproportionality in special education by examining how decisions about student support are made. This means reviewing what happens before a referral and determining whether evaluation procedures are applied equitably.

The strategies below can help administrators and teachers make more informed decisions.

Analyze Data to Identify Disparities

Districts can use data to compare how often students from different racial and ethnic groups receive interventions or are referred for an evaluation. They can also look for patterns in eligibility, placement, and discipline. Reviewing each area separately can help educators identify where disparities first appear.

They can then use those findings to guide further investigation. School leaders can compare referral and discipline patterns across classrooms or schools and see whether policies are being applied consistently. Teachers can support this work by documenting the interventions students receive, their progress, and the reasons for behavior referrals.

Strengthen Support Before Referral

Many schools today use a multi-tiered system of supports (MTSS) to provide students with increasing levels of academic and/or behavioral assistance based on their needs. The framework allows educators to address difficulties before a special education referral occurs.

Schools can screen students regularly and establish clear criteria for determining when more intensive help is needed. They can also ensure that core classroom instruction and behavior supports are working as intended. If educators don’t provide the planned assistance consistently, they may not be able to tell whether it helped the student. Following these steps can give educators a clearer basis for deciding whether to continue addressing the student’s academic or behavioral needs in the classroom or consider an evaluation.

Base Evaluations on Multiple Measures

A student’s eligibility for special education services shouldn’t rest on a single criterion. Special education teams should consider test results alongside classroom observations and teacher recommendations. Families can also add valuable context about a child’s development and experiences outside of school. Drawing on several sources can minimize subjectivity, which can contribute to disproportionality in special education.

Tests and other evaluation tools should be appropriate for what they’re intended to measure. Trained staff should administer them in ways that don’t discriminate based on race or cultural background. Administrators can review student files to confirm that more than one form of evidence was used to inform evaluations.

Consider Culture and Language

Schools can provide ongoing training on how cultural and linguistic differences may affect learning and behavior. This can help educators recognize students’ strengths and avoid interpreting unfamiliar communication patterns or classroom behavior as evidence of disability.

During an evaluation of an English learner, schools can involve someone with expertise in language development and seek input from the student’s family. Administering tests in the student’s native language and using other tools designed specifically for multilingual learners can also be beneficial. This information can help educators distinguish difficulties related to learning English from signs of a disability.

Promote Greater Equity in Special Education

Disproportionality in special education can prevent students from receiving the support they need and learning in inclusive settings. By examining referral and evaluation practices, schools can avoid misidentifying students and make more equitable decisions.

If you’re looking to become a special education professional, consider the Bachelor of Arts (B.A.) in Special Education at Wilson College Online. The program can help prepare you to meet the needs of students with disabilities, with flexible scheduling that allows you to earn your degree on your schedule.

Learn how Wilson can help you make a difference in students’ lives.

Recommended Readings

General Education vs. Special Education: Key Differences

How Special Education Professionals Use Positive Behavioral Interventions and Supports

The Importance of Social and Emotional Learning Activities in Special Education

Sources:

American Bar Association, “Education Department’s Proposal Weakens Oversight of Racial Disparities in Special Education”

American Institutes for Research, “Significant Disproportionality in Special Education”

Education Week, Making a Difference When Faced With Disproportionality

Institute of Education Sciences, Consistent Implementation of a Multi-Tiered System of Supports

Learning Disabilities Association of America, Disproportionate Identification of Students of Color in Special Education

National Center for Education Statistics, Percentage of Students Receiving Selected Disciplinary Actions in Public Elementary and Secondary Schools