Teachers in universities across America are trained to work with Eugenics and the inferiority of minority students and the poor. They are trained to expect little or nothing from them because of Darwin proved inferiority, and the inability of parents to help or motivate minority students. All of this data is incorrect and is the foundational cause of the failure of our public education system in some areas. America’s neurological problems are white not black, and students with problems come from financially well off home, with borth parents with advanced degrees and well paying jobs. Since the students facing problems such as Autism are white and not black, the media does not address this issue, and teachers are not prepared to handle challenging student of non color.

America needs to get off racism and demand cures for this epidemic problem in our schools and country. Perhaps it is time to connect hospitals to local public schools, so when a child with neurological challenges has a melt down, it is not necessary to place teachers and policemen at the risk of being sued for restraining an eight year old violent student with handcuffs. We are in new territories, if we are going to permit violent students into public schools, then sufficient medical neurological health care personnel must be in the physical plant of the school.

Educators are prepared to handle minority youth who disturb, but they are not prepared educationally to handle the growing number of white students disturbing the class and endangering the school. The outstanding special education and special services for the disable is not prepared to handle a non black population and the realities of education in America.

Racial Disparities in Community Identification of Autism Spectrum Disorders Over Time; Metropolitan Atlanta, Georgia, 2000-2006. Jarquin VG, Wiggins LD, Schieve LA, Van Naarden-Braun K. From the Division of Birth Defects and Developmental Disabilities, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA. Abstract OBJECTIVE: Past research indicates that non-Hispanic black (NHB) children are less likely than non-Hispanic white (NHW) children to have an autism spectrum disorder (ASD) diagnosis, even if they seem to meet criteria for the disorder. This study examined differences in community identification of ASDs between NHB and NHW children identified by a population-based surveillance system. METHODS: Participants were identified as an ASD surveillance case by the Metropolitan Atlanta Developmental Disabilities Surveillance Program in surveillance years 2000, 2002, 2004, and 2006. Health and education records were abstracted and reviewed to determine ASD surveillance case status; community identification was defined by a documented ASD diagnosis, special education eligibility, and behaviors noted in records. Children were placed in 1 of 5 mutually exclusive categories on the basis of ASD specificity. RESULTS: Total ASD prevalence was higher for NHW than NHB children, but NHB children were more likely than NHW children to have autistic disorder and autism eligibility at a public school documented in records. NHB children were less likely than NHW children to have pervasive developmental disorder-not otherwise specified and Asperger’s disorder documented in records, even after controlling for socioeconomic status. NHB children were more likely than NHW children to have co-occurring intellectual disability. CONCLUSION: NHB children were less likely than NHW children to have been identified with less severe ASDs, which might have prevented or delayed intervention services that would have catered to their needs. This study illustrates the need for continued professional education, particularly concerning milder ASDs in minority groups. As a society, we have decided that autistic students often need educational supports distinct from those of children with other disabilities. Clearly if we are to serve our students appropriately, we should be accurately identifying each student’s disability (where they exist). The fact that we are not uniform in identifying autistic students indicates that we have far to go in this regard.

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