Stop educational inequity my passion

 Malcolm X once said, “Education is the passport to the future, for tomorrow belongs to those who prepare for it today” (Bailey). Education is the foundation for personal and societal growth, equipping individuals with the ability to think critically, solve problems, and navigate the world. Yet, despite its transformative power, access to quality education remains unequal—especially for students with disabilities. Every child deserves an education that nurtures their potential, but systemic barriers continue to limit opportunities for disabled students. To create a truly equitable society, we must ensure that all students, regardless of ability, receive the necessary accommodations, resources, and support to thrive and become successful members of society.

  From infancy, children rely on parents, caregivers, and educators to develop essential life skills. Learning through play fosters cognitive, social, and motor development (Gavin, 2022). As they grow, schools become their primary environment for socialization, shaping their understanding of the world. However, for students with disabilities, these spaces often present obstacles rather than opportunities.

  Education is meant to foster reasoning, communication, and engagement with society. Yet, only 65 percent of students with disabilities graduate from high school, compared to 86 percent of students without disabilities (United Way of the Battle Creek and Kalamazoo Region, n.d.). This stark disparity reflects the systemic inequities disabled students face. The Individuals with Disabilities Education Act (IDEA) was established to ensure equal educational rights, requiring schools to provide appropriate accommodations (American University, 2024). However, despite these legal protections, many disabled students still struggle due to inadequate resources, lack of teacher training, and institutional biases that hinder their success.

  

 A major issue in special education is disproportionality. Disproportionally is defined as the overrepresentation or underrepresentation of racial and ethnic groups in special education programs. Research indicates that students of color are disproportionately placed in special education and are more likely to face disciplinary action compared to their white peers (The Century Foundation, 2024). Instead of receiving the individualized support they need, many are placed in restrictive settings that limit their educational opportunities.

   Students from low-income backgrounds are also more likely to be identified with learning disabilities. According to NCES data, children in households with public insurance received ADHD diagnoses at higher rates (11.7%) compared to those with private insurance (8.6%) (American University, 2024a). This suggests that external factors—such as healthcare access, socioeconomic status, and implicit biases—play a role in disability identification and educational tracking.

  C. Wright Mills’ concept of sociological imagination emphasizes that societal issues must be understood through multiple lenses. In the context of education, we must consider the effects of race, funding, social status, and systemic biases in shaping disparities. As Jonathan Kozol (1956) argues, “schools stack the deck against poor children”—but financial constraints are only part of the problem. Structural inequalities, from biased assessments to inadequate teacher training, contribute to the persistent achievement gap for disabled students.

   Another factor contributing to educational inequality is tracking, a system that determines a student's academic trajectory based on perceived ability. In some schools, tracking starts as early as kindergarten, using IQ tests and early achievement assessments. These evaluations fail to capture the full intellectual potential of students with disabilities and instead reinforce stereotypes that limit opportunities.

   Special education assessments often focus on behavior rather than academic and social intelligence, leading to misidentification and unnecessary segregation of students. A more holistic approach incorporating test scores, classroom performance, and teacher observationscould create a more inclusive system that recognizes students’ abilities rather than their limitations.

    Educational inequities are not inevitable; they result from systemic failures that can be addressed. One of the biggest challenges is the shortage of qualified special education teachers. Over the past decade, the U.S. has lost 17% of its special education workforce, even as the population of students with disabilities has remained stable (PBS). Improving teacher training, increasing resource availability, and retaining special education teachers are essential steps in closing the equity gap.

    Additionally, schools must expand observation and intervention programs beyond struggling students. Instead of waiting until children fall behind, early screening and individualized support can prevent unnecessary placement in restrictive special education programs. By equipping teachers with the necessary skills to identify and address diverse learning needs, we can build a more inclusive educational system.

    This issue is deeply personal to me. As someone with a physical disability and a passion for advocating for disabled students, I have dedicated my career to fighting for educational equity. At the Safeena Foundation, I work to ensure that students with disabilities receive the resources and accommodations they need to succeed.One student I work with recently failed a test—not because he do not understand the material, but because he was denied necessary accommodations outside of our sessions. He knew the content but struggled under testing conditions that didn’t account for his needs. Stories like his fuel my commitment to breaking down barriers in education.

    As a social worker and advocate, I encourage my clients to use their voices. No one should be afraid to demand equal treatment and opportunities. The power of self-advocacy is crucial in ensuring that disabled students receive the respect, resources, and support they deserve.

   Educational inequality is a complex issue, deeply rooted in systemic barriers. However, with increased awareness, policy reform, and proper support, we can build an education system that truly includes and uplifts every student. Laws like IDEA are essential, but they must be properly implemented and reinforced to make a real difference.

   My work with the Safeena Foundation has shown me firsthand that every student, regardless of ability, deserves a voice and the chance to succeed. By addressing disproportionality, reforming assessment methods, and investing in special education resources, we can ensure that education fulfills its true purpose—empowering all students to prepare for their future.

 

References

 

Kozol, J. (1991). Chapter 4. Savage inequalities: Children in America's schools (pp. 35-150). New York: Crown Pub.

Gavin, M. L. (Ed.). (2022, May). Learning, play, and your newborn (for parents) | nemours kidshealth. KidsHealth. https://kidshealth.org/en/parents/learnnewborn.html

Bailey, M. (n.d.). “Education is the passport to the future, for tomorrow belongs to those who

prepare for it today.” - Malcolm X. Legacy Newsletter | Edition 10, May 2023, The University of York. https://features.york.ac.uk/education-is-the-passport-to-th

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