Download or read book African American Administrators Utilizing Responses to Intervention for Identification of African American Males in Special Education written by Barbara Jean Batts and published by . This book was released on 2022 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe the experiences of African American administrators in public schools with their use of Response to Intervention (RTI) when identifying African American males in special education. In order to arrive at the crux of the matter, the central research question was, How do African American public-school administrators describe their experiences in using RTI in the identification of African American males in special education? This study attempted to discover the perceptions of African American administrators in the sub-questions of: (1) How do African American administrators describe the connection of misidentification and disproportionality of African American males in special education?; (2) How do African American administrators describe the barriers that interfere with the misidentification of African American males in special education? Moreover, (3) How do African American administrators perceive the treatment and education of African American males in public education? The theoretical framework of critical race theory by Parker and Lynn guided the study. The study enlisted the experiences of 10 African American administrators of elementary, middle or high schools in the public school system. Interviews, as well as online focus groups and journaling (with prompts), were conducted with each identified participant. Extensive data analysis took place through the Moustakas method with a modification provided by Stevick-Colaizzi-Keen and strategies employed by Huberman, Miles and Wolcott. The analysis resulted in the identification of four prominent themes, (a) leadership, (b) resources, (c) inequity, and (d) the actual implementation of RTI. The findings of this study indicate that the education of the African American male in not equitable with other ethnic groups due to leadership and resource issues.
Download or read book Addressing Over representation of African American Students in Special Education written by and published by Council Exceptional Children. This book was released on 2002 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide for administrators addresses the problem of the frequent over-identification of African American students as disabled resulting in over-representation of this population in special education programs. The guide focuses on preventive strategies--specifically, how administrators may use the prereferral intervention process, school climate, family involvement, and professional development to prevent and/or help reduce the over-representation of African American students in special education. The guide first presents an overview of over-representation, including U.S. Department of Education data showing the extent and seriousness of the problem. It then considers how the law supports administrators in addressing over-representation of African American students in special education. Next, the guide examines how experienced practitioners and researchers suggest administrators might intervene to prevent and eliminate the over-representation of African American students in their districts through a prereferral intervention process, attention to school climate, family involvement, and professional development. Resources on over-representation are also listed. (Contains 47 references.) (DB)
Download or read book Closing the Education Achievement Gaps for African American Males written by Theodore S. Ransaw and published by MSU Press. This book was released on 2016-04-01 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Closing the Education Achievement Gaps for African American Males is a research-based tool to improve the schooling experience of African American males. Editors Theodore S. Ransaw and Richard Majors draw together a collection of writings that provide much-needed engagement with issues of gender and identity for black males, as well as those of culture, media, and technology, in the context of education. The distinguished and expert contributors whose work comprises this volume include an achievement-gap specialist for males of color, two psychologists, a math teacher, an electrical engineer, a former school principal, a social worker, and a former human rights commissioner. From black male learning styles to STEM, this book shows that issues pertaining to educational outcomes for black males are nuanced and complex but not unsolvable. With its combination of fresh new approaches to closing achievement gaps and up-to-date views on trends, this volume is an invaluable resource on vital contemporary social and educational issues that aims to improve learning, equity, and access for African American males.
Download or read book Raising African American Males written by Theresa Harris and published by R&L Education. This book was released on 2012 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: Raising African American Males is comprised of strategies and interventions that can assist and improve African American males' achievement in all areas of academics as well as in their everyday lives. Theresa Harris and George Taylor provide pedagogical strategies that employ various instructional tools for teachers, parents, African American youth, and administrators.
Download or read book The Overrepresentation of African American Students in Special Education written by Susan M. Mateka and published by . This book was released on 2008 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to uncover and examine the perceptions of Special Education Administrators on the over-representation of African Americans in special education. Through surveys, scripted interviews, semi-structured interviews and archival data, this researcher asked participants to give their perceptions of the over-representation of African Americans in special education, the referral process utilized to determine if a student is eligible for special education services, and their perceptions of school district initiatives to reduce over-representation. The participants were 11 Special Education administrators with a continuum of administrative powers up to and including an assistant superintendent. Ten of the participants held Master's degrees, and one participant held a Doctoral degree. Participant perceptions of the over-representation of African Americans in special education often intertwined, so that there were shared themes across all three research questions. Overall, the participants acknowledged over-representation is an issue that needs attention through examination of teacher attitudes, teacher training, the referral process, and through initiatives that would lead to reducing over-representation. Most participants did not perceive an over-representation of African Americans in special education in their particular school district. Participant perceptions varied on the referral process used in their school district to determine if a student is eligible for special education services. Three participants perceived a cultural bias in the process, and nine perceived the process to be culturally unbiased. However, many of the participants acknowledged that referrals for an educational assessment are made before intense and appropriate interventions are put in place. Several participants said they see this more with African American students. The majority of the participants also indicated their perception that teachers often make referrals based on the inability to remediate disruptive behaviors. Initiatives to reduce the over-representation of African Americans in special education were described by participants in both negative and positive terms. Some participants indicated that initiatives are not needed in their district because they did not perceive an over-representation. Two participants acknowledged that initiatives are needed but they are costly and hard to implement. Most participants agreed that the Response to Intervention guidelines would lead to a decrease of African American representation in special education. The meaningful responses of the participants as related to the perceptions of over-representation reinforced the recommendations of those researchers cited in the review of literature. Those researchers promoted further study on the causes of over-representation of African Americans in special education and how educators can intervene in order to reduce the number of African American students placed in special education.
Download or read book Considering Race and Gender in the Classroom written by Daniele Annette Eiland and published by . This book was released on 2008 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Counseling for Black Male Student Success in 21st Century Urban Schools written by Malik S. Henfield and published by IAP. This book was released on 2015-11-01 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discussions and research related to the salience of Black male student needs and development in relation to their general success and well?being is well?documented in many fields. Indeed, many studies have found that healthy masculine identity development is associated with a number of positive outcomes for males in general, including Black males. In school counseling literature, however, this discussion has been relatively absent—particularly regarding those students living in urban contexts. Indeed, research devoted to the study of Black males in the school counseling literature focuses almost exclusively on race and issues associated with its social construction with only cursory, if any, attention given to their masculine identity development as a function of living in urban communities and attending urban schools. Based on this lack of information, it is probably a safe assumption that intentional, systematic, culturally relevant efforts to assist Black males in developing healthy achievement and masculine identities based on their unique personal, social, academic experiences and future career goals are not being applied by school counselors concerned with meeting students’ needs. School counselors are in a unique position, nonetheless, to lend their considerable expertise—insights, training and skills—to improving life outcomes among Black males—a population who are consistently in positions of risk according to a number of quality of life indicators. Without knowledge and awareness of Black males’ masculine identity development in urban areas, coupled with the requisite skills to influence the myriad factors that enhance and impede healthy development in such environments, they are missing out on tremendous opportunities which other professions appear to understand and, quite frankly, seem to take more seriously. As such, this book proposes to accomplish two specific goals: 1. Highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends. 2. Encourage school counselors to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender. The first rationale for this book, then, is to highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends (e.g., standards?based accountability practices) in urban environments. However, I recognize the role of school counselors has never been fully integrated into educational reform programs. As such, their positions are often unregulated and determined by people in positions of power who do not understand their training, job?specific standards and, thus, potential impact on the lives of Black male students. As a result, their vast potential to develop strong interventions designed to address the myriad racial and masculine factors that serve to enhance and impede Black males’ academic achievement is often unrealized. Therefore, the second reason for this special issue is to include the scholarship of professional school counselors and counselor educators with policy change in mind. Scholars will be invited to contribute manuscripts that explore race, masculinity and academic achievement in relation to the role of school counselors. This is designed to encourage school counselors and counselor educators to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.
Download or read book African American Males in School and Society written by Vernon C. Polite and published by Teachers College Press. This book was released on 1999-10 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this groundbreaking and timely volume Vernon Polite and James Davis have brought together the perspectives and research findings of eminent scholars who study the educational and social lives of African American males. The result is a volume that brims with new outlooks and viewpoints, a refreshing departure from pervasive and oftentimes stereotypical literature about the African American male experience, and gives the reader access to prevalent issues affecting this population today. Thoughtful attention is paid to broader outcomes such as educational attainment, job procurement, and quality of life. These topics are discussed against the backdrop of student background and schooling with an overall aim to improve the academic and social outcomes of this population . Chapters range from explorations into identifying giftedness and responsive teaching styles, to educating African American males in the suburbs. The contributors to this volume offer differing methodologies and foci to document how the social and educational worlds of African American males cross, and the editors suggest policy implications that derive from these studies. This eloquent, engaging, and accessible volume has much to offer its readers and is especially important to people concerned with the well-being of African American boys and men.
Download or read book Building a Case for Culturally Responsive Practices Used with Response to Intervention Models to Reduce Disproportionate Representation Among African Americans in Special Education written by Sonia Perry Barber and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The federal law, Individuals with Disabilities Education Act, which was enacted to provide funds to states to support special education programs and to ensure that children and parents rights are protected, has been reauthorized several times. Yet, despite the multiple amendments to improve the law, there remains a disproportionate representation of minority students in special education. Such disparity creates a plethora of problems for African-American students. This study extends a previous case study in relation to using culturally responsive practices to reduce disproportionate representation among African Americans in special education. The purpose of this study is to determine the extent a Culturally Responsive approach to Response to Intervention may have decreased disproportionate representation among African Americans in special education in two school districts. The researcher used content analysis in order to develop a consensus on the knowledge and use of culturally responsive practices aligned with Response to Intervention techniques to decrease disproportionate representation in special education among African- American students in Florida and Virginia. The findings, implications, and recommendations for using culturally responsive practices with Response to Intervention models could reduce disproportionate representation among African American students in special education by using a theoretical framework as guide for implementation. The results also suggested the need for continued research to improve how states define the criteria for determining disproportionate representation for all subgroups of students..
Download or read book Perceptions of Urban Public School Administrators and General and Special Education Teachers about the Overrepresentation of African American Males in Special Education written by Tricia Marie Jokerst and published by . This book was released on 2015 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overrepresentation of African American (AA) males in special education is not a new problem. In 1968, Lloyd Dunn recognized that economically disadvantaged students and students of color were overrepresented in the mental retardation (MR) category of special education. Since 1970, the pattern of disproportionality in special education categories of MR and serious emotional disturbance (SED) has continued and, more recently, the trend has been highlighted as a significant problem in special education that needs immediate attention. The number of minority students identified according to the special education category of Other Health Impairment (OHI) has also increased. Notably, a disproportionate number of AA males have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The crux of the problem whereby AA students have been placed into special education programs-particularly in the categories of MR or Intellectual Disability (ID), Emotional/Behavior Disorder (EBD), and ADHD-has led to a host of negative outcomes that are strongly correlated to the special education membership of AA males. Using a qualitative research design, this study sought to obtain the first-hand perspectives of educators involved in special education regarding the overrepresentation of AA males in special education. Individual interviews and focus groups were conducted with campus administrators and general and special education teachers. Participants were asked to give their perspectives regarding the following: What factors are responsible for causing the overrepresentation of AA males in special education? Why does the problem persist? How can the problem be resolved? Thomas' (2011) constant comparative method was used as means for analysis and to elicit themes from the data. Participants identified the causes contributing to the overrepresentation of AA males in special education as racism, poverty, systemic issues, and external forces and named problematic belief systems, failed funding, and limiting legislation as reasons why the problem persists. As potential solutions to the problem, they called for changes to teacher and administrator preparation and professional development programs, educators' instructional practices, the educational system, the AA community, and the American public.
Download or read book Handbook of Leadership and Administration for Special Education written by Jean B. Crockett and published by Routledge. This book was released on 2018-07-03 with total page 636 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Leadership and Administration for Special Education brings together research informing practice in leading special education from preschool through transition into postsecondary settings. The second edition of this comprehensive handbook has been fully updated to provide coverage of disability policy, historical roots, policy and legal perspectives, as well as effective, collaborative, and instructional leadership practices that support the administration of special education. It can be used as a reference volume for scholars, administrators, practitioners, and policy makers, as well as a textbook for graduate courses related to the administration of special education.
Download or read book The Possible Benefits of Response to Intervention on the Counseling Factors Affecting the Disproportionate Representation of African American Students in Special Education written by Tiffany Williams and published by . This book was released on 2007 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: The disproportionate representation of African Americans in Special Education is a significant issue. Flaws in the referral process, identification procedures, and ineffective intervention and instruction, are cited as the contributing factors affecting disproportionate representation. The changes apparent in the 2004 Individuals with Disabilities Act (IDEA), suggest, implementing Response to Intervention (RTI) as a method of addressing some of these issues. This literature review explored the possible impact RTI may have on factors affecting disproportionate representation. Literature suggests a culturally responsive intervention model to be used in addressing contributing factors. The evidence based research on RTI'S impact on African American students is limited. Increased research in this area is imperative.
Download or read book The Effects of Response to Intervention on Reducing the Nujmbers of African American Students in Special Education written by Kimberly Savino and published by . This book was released on 2019 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Addressing Over Representation of African American Students in Special Education written by United States Department of Education Ed and published by Scholar's Choice. This book was released on 2015-02-14 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Download or read book Disproportionate Representation of African American Males in Special Education written by Kiena S. Hughley and published by . This book was released on 2020 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American male students are disproportionately represented in special education. The purpose of the current study is to examine the disproportionality of African American male students who are referred to special education programs and are identified special education services, specifically in the areas of Emotional Disturbance (ED), Specific Learning Disability (SLD), and other low incidence disabilities (OTH), which includes Speech & Language Instruction, Other Health Impaired, Autism, and Traumatic Brain Injury, in Northeast Ohio's suburban school district for the 2019-2020 school year. The sample was drawn from a suburban school district in Northeast Ohio which consisted of six schools. CRP and CRT were used as frameworks as a basis to establish an approach that acknowledges the culture of the students. Findings indicated Black males were disproportionately represented in special education programs. Results also indicated that there are significantly more identified Black male students that are receiving free and reduced lunches relative to non-Black male and female students. Findings demonstrate the need for culturally relevant teaching used collectively with Response to Intervention.
Download or read book Promoting Academic Readiness for African American Males with Dyslexia written by Shawn Anthony Robinson and published by Routledge. This book was released on 2019-11-13 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely book tackles underlying issues that see disproportionate numbers of African American males with dyslexia undiagnosed, untreated, and falling behind their peers in terms of literacy achievement. Considering factors including dialectic linguistic difference, limited phonological awareness, and the intersectionality of gender, language, and race, the studies included in this volume illustrate how classroom practices at preschool and elementary levels are failing to support students at risk of reading and writing difficulties. Promoting Academic Readiness for African American Males with Dyslexia shows that it is possible to provide every girl and boy, and particularly African American boys with effective support and appropriate interventions enabling them to read at a level that is conducive to ongoing academic performance and success. This, argue the authors of this volume, is vital to the social, emotional, moral, and intellectual development of our society. This edited volume was originally published as a special issue of Reading & Writing Quarterly: Overcoming Learning Difficulties. It will be of great interest to graduate and postgraduate students, researchers, and academics in the field of African-American Education, Educational Equity, Race studies, Multiple learning difficulties and Literacy development.
Download or read book Locked In written by Esrom Pitre and published by . This book was released on 2009 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
