Black students in special education continue to experience disproportionate identification in subjective disability categories, restrictive placements, and unequal access to quality instruction and resources. Despite decades of educational reform and the promises of the Individuals with Disabilities Education Act (IDEA), Black students with disabilities remain among the most academically marginalized, scoring lowest on standardized assessments and facing higher dropout, unemployment, and criminal justice involvement risks. Historical inequities, systemic segregation, and chronic underfunding of predominantly Black school districts compound these challenges, limiting access to experienced teachers, rigorous curricula, and inclusive learning environments. Implicit and explicit biases among educators further contribute to disproportionate referrals in subjective disability categories and lower academic expectations. This article examines these interconnected factors—historical context, placement patterns, resource disparities, and bias—and proposes evidence-based mitigation strategies, including culturally responsive practices, increased representation of Black educators, and equity-centered policy reforms. Achieving educational equity requires consistent commitment to transforming special education into a system that supports, rather than marginalizes, Black students.
Gibson et al. (Thu,) studied this question.