Abstract
This study analyzes the disproportionate rates in which students of color and females who encounter gender related disparities produces inadequate referrals and inappropriate placements in special education programs. While special education placement is necessary, racial and gender inequity in the referral process, and teachers having a lack of cultural awareness identified prominent issues that exacerbated the disproportionality in the educational system. While teachers maintain that they approach the process with their biases aside, in most cases, they are unaware that they are exhibiting certain attitudes towards their students. The research’s inquiry is based upon the following questions: Are students’ academic deficits/needs met fully within the Response to Intervention process before consideration of Special Education programs and can teachers and administrators eliminate disproportionality regarding issues of racial discrimination and gender bias within the referral process. Sources of Data: The sources of data utilized for the completion of this research matter consists of semi-structured interviews from teachers in grades K-8. The qualitative method of research will utilize thematic analysis to analyze the teacher’s responses to answer the research questions. Conclusions Reached: The study indicates that Response to Intervention is most definitely effective with the proper implementation and fidelity to prevent an oversaturation of Special Education referrals; however, the academic needs are not fully met before a referral for services is made. This is due to a lack of structure in the referral process and teachers are unaware as to what qualifies as a legitimate referral. Females are continuing to be under-represented in Special Education programs due to lack of teacher training and professional development in the area of gender equity. Racial discrimination is still evident due to the lack of multi-cultural responsive teaching strategies and training. Also, the referral process is flawed due to the subjective nature of the referrals, which are created based upon an individual teacher’s criteria for referrals.