Work

Addressing Gender Disproportionality Within Michigan Special Education Programs

Year: 2025

Type: article

Abstract: Disproportionate representation in special education is defined as when members of a social group (race, ethnicity, gender, socioeconomic status, etc.) have a higher likelihood of meeting eligibility criteria to receive special education services through an Individualized Education Program (IEP). While special education disproportionality ratios for race and ethnicity are monitored through annual data reporting in accordance with federal and state policies, gender disproportionality ratios are not currently required to be monitored. According to Michigan annual data reporting, 34.96% of students receiving special education services are female, whereas male students make up 65.04% of the special education population (MI School Data, 2024). This project aims to examine the gender disproportionality ratio in the state of Michigan’s publicly funded special education programs, and develop guidance to support educators when considering how the complex environmental and cultural factors can impact educational decision making.

Source: Loyola eCommons (Loyola University of Chicago)

Author: Ploss, Katlyn

Language: English

Topic: Education Discipline and Inequality

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education, Gender equality

Open Access status: green

OpenAlex ID: W6998544695

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