Serving Asian American Students with High-Incidence Disabilities: Bridging the Perceptions and Experiences of Teachers with Families of Exceptional Children

Headnote

Abstract

Most research focuses on disproportionate representation of African American and Hispanic students in special education programs, and is limited, by comparison, on the topic of underrepresentation of Asian American students with high-incidence disabilities. Under-representation is a problem because unidentified students may not be receiving proper services to address their disability-related needs. This article provides an overview of teachers' perceptions, as well as common experiences of Asian American families, that influence the under-representation concern within special education. Recommendations to improve the support of Asian American families with children with, or at-risk for, high-incidence disabilities, and their teachers, are offered.

Key Words: Asian American students with disabilities, perceptions, experiences, Asian American families, partnerships

1.Introduction

The Asian American population is a diverse heterogeneous group that includes around 50 different ethnic subgroups [1] and makes up the most rapidly growing group of students served in the U.S. public schools [2]. Despite thèse facts, only 6.5% of Asian American students between the ages of 3 to 21 years old are receiving special education services, compared to 13.4% of White students, 15.3% of Black students, 11.8% of Hispanic students, and 16.5% of American Indian/Alaska Native students [3]. Currently, most of the research available on disproportionate representation in special education focuses on its implications for African American and Hispanic students [4], By comparison, there is limited research on the disproportionate representation of Asian American students in special education in general [4], [5] and under-representation of Asian American students with high-incidence disabilities, in particular. Clearly, under-representation is a concern because unidentified students may not receive proper services to address their education needs [6].

Because of the concern, it is important to examine teachers' perceptions and experiences to see where they may be similar or different to those of the Asian American families who they serve. To help address it, an overview of teachers' perceptions and the experiences of the Asian American families with students who have, or are at-risk for, high-incidence disabilities are provided. The relationships between the teachers' beliefs, families' perceptions, and the pattern of under-representation of Asian Americans with high-incidence disabilities served in the U.S. schools are also explored.

2.Teachers' Perceptions and Experiences

For context, there are 13 disability categories recognized by the Individuals with Disabilities Education Improvement Act...