African American male students are disproportionately represented in special education. The purpose of the current study is to examine the disproportionality of African American male students who are referred to special education programs and are identified special education services, specifically in the areas of Emotional Disturbance (ED), Specific Learning Disability (SLD), and other low incidence disabilities (OTH), which includes Speech & Language Instruction, Other Health Impaired, Autism, and Traumatic Brain Injury, in Northeast Ohio’s suburban school district for the 2017-2020 school year. The sample was drawn from a suburban school district in Northeast Ohio which consisted of six schools. Findings indicated Black males were disproportionately represented in special education programs. Findings demonstrate the need for culturally relevant teaching used collectively with Response to Intervention.


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