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Disproportion Representation In Special Education

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Assessment Placement Testing The disproportion representation of minorities in special education is staggering and problematic on several levels due to complex and controversial issues. One startling theory centers on poverty. It is implied that children who are categorized as poverty-stricken, have a much higher chance of needing special education services (O'Connor, 2005). According to the Theory of Compromised Human Development (TCHD), this very type of thought only amplifies the notion that poverty and being socially underdeveloped leads to special education placement (O'Connor, 2005).
Disproportion representation can be viewed either from a non-judgmental or judgmental perspective. For example, a child diagnosed with a disability such

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