Misdiagnosed examines the troubling disparity in special education classification, focusing on how young Black boys are disproportionately placed in special education programs at rates far exceeding their White counterparts. This investigation highlights the systemic biases and structural issues that lead to such disproportionate outcomes. Based on documented national trends* and extensive research, Misdiagnosed provides a critical analysis of educational practices and calls for a reevalutation of diagnostic criteria to ensure all students receive fair and appropriate support.
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