Using Solution-Focused Intervention to Address African American Male Overrepresentation in Special Education: A Case Study

Abstract

Concern has grown over the overrepresentation of African American male students in special education classes. School social workers are in key positions to intervene in the special education referral process to avert inappropriate and sometimes unnecessary psychological testing and special education placement. They can provide careful assessments of the student and his or her environment and short-term interventions to determine whether further testing or subsequent placement is warranted. This article highlights the problem of overrepresentation of African American males in special education and illustrates the use of a solution-focused approach to early intervention with African American young men who are at risk of being placed in special education.

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