The strategies of the oppressor have shifted to a deeper form of racial neutralization. Psychologist will agree that the way to win a war is to attack the enemy at his most vulnerable point. In the war on equality and the struggles of black America against the superiority complex of white America, since constitutional law and civil law are no longer effective ways to neutralize blacks, whites have focused their attack on an area of the black race that will eventually affect the whole race.
Get the children early on and the future of black adults is marred. Knowing that education is one of the keys to a successful life in America, and that without proper social skills and job search training, the average person will find it difficult to maintain even a minimum lifestyle. Hit them where it hurts the most, at the root of the race, their children.
In a study conducted by the Harvard Civil Rights program, researchers found that throughout history, black children are far more likely to end up in special education programs than whites, of course. Historically speaking, this act would be more comprehensible anytime before the 1980's; however, the numbers of blacks in special education programs today remain high. This says that the plan to hinder blacks is still in effect.
In 1998, approximately 1.5 million minority children were identified as having mental retardation, emotional disturbance, or a specific learning disability. Compared to White children, African American children (in data from 1997) were almost three times more likely to be labeled "mentally retarded." (http://www.law.harvard.edu/civilrights/conferences/SpecEd/moreinfo.html)
In the 2014-15 school year, "the percentage of children and youth served under IDEA was highest for those who were American Indian/Alaska Native (17 percent), followed by Black (15 percent), White and of Two or more races (both at 13 percent), Hispanic and Pacific Islander (both at 12 percent), and Asian (7 percent). In each racial/ethnic group except for Asian, the percentage of children and youth receiving services for specific learning disabilities combined with the percentage receiving services for speech or language impairments accounted for over 50 percent of children and youth served under IDEA." (https://nces.ed.gov/programs/coe/indicator_cgg.asp).
Why are black students labeled at 15%? Could it be that most black students are mentally retarded and just cannot measure up to the American educational and social standards? Maybe black people period are just not cut out to be Americans. What constitutes mental retardation in the first place?
The answer to the first question was studied and it was found that in most cases of student evaluation, school poilitics, cultural bias, and faculty apathy, among other reasons, were the main reasons for labeling blacks as special education students. The next question - Could it be that most black students are mentally retarded and just cannot measure up to the American educational and social standards? - Can be answered with a swift NO. However, evaluation of the American educational and social standards would have to be measured against simple human decency for this question to be fully understood and qualified as adequate data.
Maybe black people period are just not cut out to be Americans. This remains to be answered. Blacks in America are African-American thus qualifying them, but there is still the issue of equality and fair treatment as Americans, such as in the subject as this article. A race of people trained to adapt to a whole other culture immediately warrants difference in many areas. There will be acceptance and there will be resistance on the part of the trained. Those who accept will naturally adapt and those who resist will automatically be labeled. But what about those who have yet to make that choice, such as children unaware.
What constitutes mental retardation in the first place? According to the study from Harvard, "While often treated as having a singular disorder, many students with EBD often have a variety of emotional, behavioral, and learning problems such as attention deficit disorder, anxiety, depression, and conduct disorder." (Carron & Rutter, 1991; Friedman, Kutash, & Duchnowski, 1996).
Emotional problems are problems that all people have. Behavioral problems are problems adopted as a result of treatment by others, such as parents, peers, and people in authority. Learning problems are problems that must be addressed in the institutions created for this very purpose, the schools. Attention Deficit Disorder, a disease created by scientist (depending on one's geographical place of living) that warrants the use of drugs.
Anxiety - A problem created by environmental surroundings, social, economical, and emotional. Depression is a problem formed by the same reasons as anxiety. Conduct disorder. A problem contrived as a result of having all the other problems, and one that black children in special education programs wind up having and displaying once confronted by law enforcement.
Once a child is labeled as having special educational, emotional, and behavioral needs, that child has a huge strike against him once they enter the real world. After they are labeled, children are misconstrued, isolated, and inadequately served by the school system, which leads to if not acquired before, more anxiety, depression, and negative behavior. The study also reveals that much of children's problems go untreated or are inadequately handled. By the time they reach the teen years, juvenile delinquency is now a factor, and they are once again labeled.
Dropout rates increase among black students who were neglected early on in the so-called "special ed" programs. Is there concern on the part of the school system? NO, maybe among select teachers, however, overall the children are seen as a problem that cannot be solved or helped by the school system, after all, they have funding for the program and the opportunity is out there. Thus, is must be the students themselves. They have a mental disorder that the authorities cannot deal with. It is easier to label that child retarded than to offer extra help.
What are authorities doing?
"State funding mechanisms appear to affect minority overrepresentation in special education. Where state funding is weighted to spend more money in relation to the degree of disability, African American students often face a greater chance of being labeled "retarded" and placed in restrictive programs. Moreover, such programs receive less money per student than in states where the funding is not weighted by severity of disability."
"Interventions by the United States Department of Education, Office for Civil Rights have not often been comprehensive enough or sufficiently monitored to ensure significant improvements for minority students with disabilities.
"The Office for Special Education Programs of the United States Department of Education, charged with enforcing the Individuals with Disabilities Education Act (IDEA), has achieved only limited success in ensuring that local school districts comply with IDEA."
What do we do?
Take notice, first of all, that the problem is real. Not that black children are mentally retarded, but the school authorities are over representing black students as mentally retarded. Once we realize that there is a problem and are willing to fix it, we can agree on a strategy to fight the attacker.
We must have a strategy that will combat the oppressor effectively. Look at the tactic they are using. They are attempting to destroy as many black children as possible using what they consider appropriate steps and assessments, which determines the mental capacity of our children. If they can prove beyond a reasonable doubt to themselves that black children are abnormal, then they must at least make an effort to convince us that we must do something to help our children.
However, if we believe that we must help our children then we have accepted what they have thrown us, which is a lie. We must know beyond a doubt to ourselves that out children are a reflection of us, and if we accept that our child are retarded, then we are confessing to the same illness. This means that most blacks in America are considered mentally and mildly retarded.
To combat this lie and psychological delusion, we must know that it is not we, but the system that has made us what they want us to be, a race known for its mental shortcomings. We must refute any and all attempts by school officials to label our children. This means approaching them face first and letting them know that a community group will organize to monitor the special education programs in that local school system, which takes not only community, but parental involvement.
If we go on allowing our children to be labeled "insufficient," the fight for equality will stretch far beyond what it is today and there will be no end to the struggle for true equality for blacks in America. Reject this attempt at racial genocide and fight to protect our dignity.
© Oct. 2017