Section 1400 (c) (12)


Greater efforts are needed to prevent the intensification of problems connected with mislabeling and high dropout rates among minority children with disabilities.
More minority children continue to be served in special education than would be expected from the percentage of minority students in the general school population.
African-American children are identified as having intellectual disabilities and emotional disturbance at rates greater than their White counterparts.
In the 1998–1999 school year, African-American children represented just 14.8 percent of the population aged 6 through 21, but comprised 20.2 percent of all children with disabilities.
Studies have found that schools with predominately White students and teachers have placed disproportionately high numbers of their minority students into special education.
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