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Researchers, policy makers, and educators have documented and contended with a nearly intractable issue of disproportionality of minority students in special education categories for nearly five decades (Sullivan & Proctor, 2016). The persistence of disproportionality in special education has led some scholars to conclude that schools have used special education as a tool of exclusion from general education for students from marginalized racial, ethnic, and socioeconomic backgrounds (Ferri & Connor, 2014; Orfield & Frankenburg, 2014; Sullivan & Proctor, 2016). The intersections of race, social class, ethnicity, and dis ability within the public schools often further disadvantages African American students (Annamma, Connor, & Ferri, 2013; Artiles et al., 2010; Ferri & Connor, 2014; Kramarczuk Voulgarides, Fergus, & Thorius, 2017). Major facets of the discrepant educational outcomes for African American youth are the overrepresentation in special education services and in exclusionary school discipline which often serves as a precursor to subsequent diagnoses of learning disabilities (Bal, Sullivan, & Harper, 2014; Shifrer, Muller, & Callahan, 2010). African Americans receive office referrals, suspensions, and expulsions at disproportionately high rates compared to their White counterparts (Carter, Skiba, Arredondo, & Pollock, 2017). African American students have an increased risk of identification and referral for special education services, especially in three high incidence categories that depend upon professional judgment for diagnosis: specific learning disabilities (SLD or LD), intellectual disabilities (ID)/cognitive impairment (CI), and emotional behavioral disorders (EBD) (Klingner et al., 2005; Kramarczuk Voulgarides et al., 2017). When justified, special education interventions and services provide helpful academic and social supports for struggling students (Ford, 2012). However, placement and identification in special education often carries deleterious effects for African American students, such as less rigorous curricula, more restrictive educational settings, lower graduation rates, higher suspension/expulsion rates, lower college-going and completion rates, and higher rates of underand unemployment (Artiles et al., 2010; Exploring School Counselors’ Preparation to Address

Exploring school counselors’ preparation to address disproportionality of African American students in special education