
When I was a special education teacher at Myrtle Grove Elementary School in Miami in 2010, my colleagues and I recommended that a Black girl receive special education services because she had difficulty reading. However, her mother disagreed. When I asked her why, she explained that she, too, was identified as having a learning disability when she was a student.
She was put in a small classroom away from her other classmates. She remembered reading books below her grade level and frequent conflicts between her classmates and teachers. Because of this, she believed she received a lower-quality education. She didn’t want her daughter to go through the same experience.