Section 1400 (c) (12)

  • (12)
    • (A) Greater efforts are needed to prevent the intensification of problems connected with mislabeling and high dropout rates among minority children with disabilities.
    • (B) 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.
  • (C) African-American children are identified as having intellectual disabilities and emotional disturbance at rates greater than their White counterparts.
  • (D) 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.
  • (E) 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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    Last modified on November 7, 2019