The disproportionate classification of students with special education labels across race, class, and ethnicity (to name a few) in the K-12 setting has been document and criticized since as early as 1968 (Dunn, 1968). This weeks readings attempts to provide some background and to investigate disproportionality in the postsecondary setting. Unfortunately, disproportionality remains yet another relatively unexplored issue pertinent to neurodiversity at postsecondary institutions. In addition, the readings investigate student-athletes and minority populations that are often overlooked when considering disability issues at postsecondary institutions.
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