We need to fix inequality in education system

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 Education is meant to foster reasoning, communication, and meaningful engagement with society. Yet only 65 percent of students with disabilities graduate from high school, compared to 86 percent of students without disabilities. This gap reflects systemic inequities that persist despite legal protections such as the Individuals with Disabilities Education Act (IDEA), which mandates appropriate accommodations and support. In practice, however, many disabled students continue to face barriers caused by insufficient resources, limited teacher training, and institutional bias.


A significant issue impacting the disability community is disproportionately in special education. Disproportionately refers to the over representation of certain racial and socioeconomic groups in special education programs. Research shows that students of color and students from low-income backgrounds are more likely to be labeled with disabilities and placed in restrictive educational settings. Rather than receiving individualized support, these students are often segregated in ways that limit academic growth and future opportunities. Socioeconomic factors also influence disability identification, as children with public insurance are diagnosed with conditions such as ADHD at higher rates than those with private insurance, suggesting the role of external pressures and implicit bias.


C. Wright Mills’ concept of the sociological imagination helps explain how these individual outcomes are shaped by broader social structures. Educational inequality cannot be understood without examining race, school funding, assessment practices, and power dynamics. Tracking systems, which sort students based on perceived ability—sometimes as early as kindergarten—often rely on narrow evaluations that fail to capture the full potential of students with disabilities. These practices reinforce stereotypes and restrict access to rigorous academic pathways.


Realistic solutions must focus on systemic reform. Schools should adopt more holistic assessment methods that consider academic performance, classroom engagement, and multiple forms of intelligence. Early screening and intervention programs can provide support before students fall behind, reducing unnecessary placement in restrictive settings. Additionally, addressing the national shortage of special education teachers through better training, compensation, and retention is essential to improving outcomes.


This issue is deeply personal to me. As someone with a physical disability and a social worker at the Safeena Foundation, I have witnessed students struggle not because of ability, but because accommodations were denied. These experiences reinforce my belief that self-advocacy, proper implementation of IDEA, and investment in inclusive practices are crucial. Educational inequality is not inevitable; with awareness, accountability, and resources, we can build a system that truly empowers all students.

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