Download or read book Factors Related to the Overrepresentation of African American Students in Special Education written by Shalonda Rae Garrett and published by . This book was released on 1994 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Associated with Referral Overrepresentation of African American Students to Special Education written by Scott L. Zimmerman and published by . This book was released on 2005 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Minority Students in Special and Gifted Education written by National Research Council and published by National Academies Press. This book was released on 2002-08-30 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.

Download or read book DISPROPORTIONALITY IN EDUCATION AND SPECIAL EDUCATION written by Amity Lynn Noltemeyer and published by Charles C Thomas Publisher. This book was released on 2012-07-01 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the burgeoning number of diverse students in our nation’s schools, coupled with the potentially negative outcomes and wasted resources associated with the misidentification of students for special education and excessive use of exclusionary discipline for specific subgroups of students, it is imperative that educational professionals understand and address the implications arising from disproportionality for children both with and without disabilities. This text contributes unique perspectives and up-to-date information, including advances and research that have emerged since the last of the extant books was published. Presented in three sections, the first considers disproportionality in special education identification, with chapters examining overrepresentation by ethnicity, gender, and language. The second section addresses disproportionality in discipline, specifically focusing on inequalities in school disciplinary actions and juvenile justice decisions based on ethnicity and gender. The final section provides readers with approaches for addressing disproportionality and creating more equitable learning environments now and in the future. The text encourages bidirectional and evolving relationships between the topics examined in each chapter with the historical framework presented. Because of the comprehensive nature of the topics covered in the book, it is an ideal “one-stop” reference for readers aiming to acquire a broad understanding of the key issues related to the topic. The book will appeal to a range of potential readers, including university students and practitioners in the fields of education, psychology, sociology, gender studies, ethnic studies, and criminal justice as well as lay-readers interested in issues of equality and/or education.

Download or read book Persistence and Pervasion of Disproportionate Representation of African American Students in Special Education Programs written by Billye D. Brown and published by . This book was released on 2001 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Contributing to the Overrepresentation of African Americans in Special Education written by Denise C. Chalupnik and published by . This book was released on 2006 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book School Psychologists Perceptions of Factors Contributing to the Disproportionate Representation of African American Students Classified as Having an Emotional behavioral Disability written by Rachel A. Holtzman and published by . This book was released on 2008 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book What Factors Contribute to the Overrepresentation of African American Students in Special Education Classes written by Douglas E. Glover and published by . This book was released on 2004 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Racial Inequity in Special Education written by Daniel J. Losen and published by Harvard Education Press. This book was released on 2002 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: Commissioned by The Civil Rights Project at Harvard, this text examines racial inequity in special education, with an emphasis on the experiences of African American children. Eleven contributions from educators and researchers discuss issues such as the overrepresentation of minority children in special education, racial disparities in funding, and the implications of the Corey H. lawsuit to desegregate students with disabilities in Chicago. Annotation copyrighted by Book News, Inc., Portland, OR

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 Why Are So Many Minority Students in Special Education written by Beth Harry and published by Teachers College Press. This book was released on 2014-04-01 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of this powerful book examines the disproportionate placement of Black and Hispanic students in special education. The authors present compelling, research-based stories representing the range of experiences faced by culturally and linguistically diverse students who fall in the liminal shadow of perceived disability. They examine the children's experiences, their families' interactions with school personnel, the teachers' and schools' estimation of the children and their families, and the school climate that influences decisions about referrals to special education. Based on the authors' 4 years of ethnographic research in a large, culturally diverse school district, the book concludes with recommendations for improving educational practice, teacher training, and policy renewal.

Download or read book The influence of external factors in the overrepresentation of African American males in Minnesota special education programs written by Lynn Karen Lewis and published by . This book was released on 1998 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Ecological Factors and the Behavioral and Educational Outcomes of African American Students in Special Education written by Kristen Bean and published by . This book was released on 2012 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American students are one of the historically disadvantaged groups by the public education system. Related to this phenomenon is the overrepresentation of African American children in special education due to disability diagnoses, which has been referred to as disproportionality. It has been hypothesized that disproportionality is due to poverty or a cultural mismatch between primarily white, middle-class teachers and African American students. Using a sample of African American children in special education from Memphis, Tennessee, this secondary data analysis explored the relationship between children's behavioral and educational outcomes and their environment, efficacy beliefs, and the impact of an intervention, the Nurse-Family Partnership. This study also explored differences in children's externalizing and internalizing behaviors by self-report, children's mothers and children's teachers. Using multiple imputation and regression analyses, the results indicated the following: 1) children's self-efficacy and number of hours in special education were associated with children's academic achievement, 2) mothers' and teachers' ratings of children's behaviors differed from children's self-report of their behaviors, 3) African American boys are more likely to experience acting-out behaviors, while African American girls are more likely to experience anxiety and depression, 4) children were less likely to experience anxiety and depression if their mother believed that she had control over circumstances in her life. These findings are discussed in light of Brofenbrenner's ecological systems theory and Bandura's social cognitive theory.

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 Handbook of Special Education written by James M. Kauffman and published by Taylor & Francis. This book was released on 2017-05-25 with total page 965 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.

Download or read book The Overrepresentation of African American Males in Special Education in Emotional Behavioral Disorders and Learning Disabilities Categories written by Lisa M. Jensen and published by . This book was released on 2008 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The overrepresentation of African American males in special education programs for emotional behavioral disorders and learning disabilities has been a contentious topic for many years. America's teachers and school districts constantly struggle to agree on possible causes of this racial disproportionality and to find solutions to combat the problem. Through an extensive review of existing research, this thesis examines a number of factors that contribute to the overrepresentation of African American males in special education program. These factors include, but are not limited to the following: the special education referral process, teacher influences, failure to recruit and hire highly qualified teachers, not implementing effective teaching practices, failure to accommodate the learning styles of African American males, differing classroom expectations, along with general difficulties with living in an economically disadvantaged environment."--leaf 4.

Download or read book Factors Contributing to the Overrepresentation of Black Elementary Students in Special Education in Suburban Public School Settings written by Carmen Darlene Henderson and published by . This book was released on 2018 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black students have been historically overrepresented in special education in public school settings across the United States. This dissertation explored teacher awareness, education, perceptions, practices, training, and utilization of the Intervention & Referral Service Process (I&RS) as factors contributing to the overrepresentation of Black students in special education. A convergent mixed-methods research design was employed to address two research questions centralized around the principal objectives of this study. Survey data were collected and analyzed from 112 teachers from eight public elementary schools spanning across two school districts located in the suburbs of Central and Southern New Jersey. This study revealed that 57.14% (n = 64) of teachers felt their education programs were inclusive of courses on cultural competency, and 58.92% (n = 66) of teachers were provided training in their districts on culturally responsive teaching practices. In addition, 81.25% (n = 91) of teachers perceived that their practices demonstrate culturally responsive strategies to teach Black students. In this study, 69.64% (n = 78) of teachers thought their districts had appropriate academic supports to meet Black students’ needs. Teachers responded that they were not reluctant to refer Black students to their districts’ I&RS process (96.42%; n = 108). However, teachers expressed pre-referral interventions have been effective in meeting the needs of Blacks students (68.75%; n = 77). Teachers at Central District were not fully aware of the disproportionate number of Black students receiving special education services (52.67%; n = 59), nor of racial disparity as an issue (63.39%; n = 71) in their schools. Lastly, teachers were unaware of school initiatives to reduce the number of Black elementary students referred to special education and the lack of a framework of their districts’ I&RS process (83.03%; n = 93).