Referral, Assessment, and Placement Practices Used in Rural School Districts with Native American Students in Special Education

Abstract

Considerable information is available regarding the cultural bias inherent in assessment instruments and the disproportionately high placement of minority students within special education classrooms. However, little research is available regarding specific practices used in areas that have high minority representation. Because of these issues, a survey was developed to investigate the referral, assessment, and placement practices used with rural Native American students in special education. Twenty-five northern Minnesota school districts serving populations of Native American students that exceeded the state average were included in the study. Special education directors, Indian education directors, and selected special education teachers from these districts were surveyed. Their satisfaction with referral, assessment, and placement practices used with Native American students was compared, and specific information about those practices was used in an effort to determine best practices. While the scope of this survey was small, the issues raised have direct implications for all rural special education teachers in districts with high minority populations.