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 Teacher Perceptions of Disporportionality of Minorities in Special Education written by Kristy Henry Park and published by . This book was released on 2010 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intent of this study was to determine if special education teachers had certain perceptions regarding the disproportionate amount of minorities in special education classes. I examined special education teachers' awareness of the disproportionality, their causal theories, and the effectiveness of Response to Intervention (RTI) to regulate disproportionality. I implemented three different data collection methods to measure the teachers' perceptions: an initial face-to-face interview session, a written survey, and additional interview questioning. Participants in the study included 11 special education teachers from three middle schools in Northern Georgia. Ten of the 11 teachers admitted awareness of the problem of disproportionality, reporting causes based on problems with teacher training and student home environment, including socioeconomic status. Six of the 11 teachers thought RTI would help regulate the rates of students of minority races placed in special education due to increased interventions and a lengthier timeline involved before special education placement. Limitations of this study include the lack of diversity of the participants in this study, and the hesitations many people experience when asked to converse openly on the topic of race, where often perceptions expressed are not always the ones perceived. Findings from a study such as this one can heighten awareness on the subject of disproportionate amounts of students from overrepresented minority races in special education. Suggestions for further research are also included.
Download or read book Teacher Perceptions of Special Education and Race Disproportionality Within Special Education Classifications written by Debra J. Daly and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The lack of involvement of students with disabilities in a regular classroom has remained a major concern in education. Every year, the number of special students escalates. For instance, in the United States, students with disabilities accounted for 13.7% of all students between the ages of three to 21 by 2018 (Kositsky, 2019). According to several reports, it is evident that the lack of inclusion of these students in normal school curricula causes emotional distress, depression, withdrawal from society or suicide in some cases. Every child has the right to access quality education. Institutional leaders know that it is not a must that special students are isolated from their peers or placed in separate institutions for learning. Gaps in the existing literature have led to a confusing perception of classified students, especially those of minority backgrounds.The purpose of this qualitative singular case study is to examine the perceptions of special education and general education teachers of the students who are classified as special education in their classrooms. The biases of the teachers, as it relates to race disproportionality in special education was also looked at. The study was conducted in a suburban New York school district and will use the data collected from individual and group interviews of teacher participants, and look at the special education classification process, from both the federal and district level. Analysis of the collected data revealed key findings for this study. First, that changes in the classification process of special education students have forced a closer look into the perceptions of teachers and their implicit biases regarding the classification of special education students. Second, a disconnect in communication between teachers, administrators, and the district has caused teachers to become frustrated, which has led them to rely more on collaboration with colleagues for the support they need. Third, teachers felt that the rigors of the classification process, and the pressure to get the students in correct placements has meant that collaboration, and professional development is more necessary than ever. The implications of these findings for all stakeholders will be discussed.
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 Disproportionality in Special Education written by Peter Araka-Moriasi and published by . This book was released on 2015 with total page 468 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 B cherverzeichnis written by and published by . This book was released on 1930 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 2014-12-04 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. The expanded second edition retains all of the vividly described cases of the original research and brings additional insight to the issue of disproportionality by: Reframing the policy context to address key developments in the placement process, with a particular focus on Response to Intervention. Including a new appendix that describes and reflects on the challenges, strengths, and dilemmas of the research methodology of the study.Updating the figures and literature on disproportionality. “Harry and Klingner challenge us to rethink our society’s equity commitments and to offer educational opportunities to students with ability and racial differences. . . . Their work makes a substantial contribution to a new generation of equity research concerned with the complexities of 21st-century education in pluricultural societies.” —From the Foreword by Alfredo J. Artiles, Arizona State University “This book provides a thorough and detailed description of the multiple factors that combine to provide inequitable educational opportunities for minority students living in poverty . . . the authors do not shy away from discussion of racism on the individual and institutional levels . . . they engage in this discussion in a refreshingly detailed and nuanced way.” —TC Record (first edition)
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 Teacher Perceptions Regarding Race and Gender on Disproportionality in the Special Education Referral Process written by Juliet R. Ashton and published by . This book was released on 2021 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored teacher perceptions of disproportionality in special education referrals in relation to race and gender and teacher preparedness to make referrals to special education services. This study was conducted at three Pennsylvania school districts. Two districts were considered rural/suburban, while one district was identified as suburban. Participants were 36 elementary, middle, and high school general education teachers who responded to a researcher-designed electronic survey consisting of multiple-response, Likert scale, and open-ended questions. In addition, three respondents participated in individual interviews with the researcher. The findings of this study indicate that general education teachers have variable responses to how race, gender, and their own preparedness influence referrals of students to special education services. Data showed a need for training for both inservice and preservice teachers in bias in order to allow for an understanding of factors that can influence referral rates of students to special education services. Data also indicated a need for educating all professional instructional staff in disproportionality and whether or not it occurs within their district. Finally, findings revealed the need for teacher preparation and teacher inservice programs to have a heavier emphasis on training educators to work with students with disabilities.
Download or read book Teacher Perceptions of the Overrepresentation of African American Male Students with Learning Disabilities in Special Education written by Ebony C. Comfort and published by . This book was released on 2003 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Racism by Another Name written by Dorothy E. Hines and published by IAP. This book was released on 2021-08-01 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: Racism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and challenging educational (in)opportunities for Black students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families on how they navigate and push against inequitable schooling, ways they are reframing discourse about race, dis/ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state, or criminalization, of special education. Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. This book includes qualitative and quantitative approaches to exploring the material realities of Black students who are isolated, whether in separate or general education classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges dominant norms of schools that reinforce inequality and racial segregation in special education. At the end of each chapter the authors present practitioner-based notes and resources for readers to expand their knowledge of how Black students, their family, and guardians advocate for themselves and their own children. This book will leave educational advocates for Black children with a clearer understanding of the obstacles and successes that they encounter when striving for a just and equitable education. Furthermore, the book challenges readers to be active agents of change in their own schools and communities.
Download or read book Addressing Disproportionality in the Schools written by Andrea L. Mischka and published by . This book was released on 2009 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disproportionate representation of minority students in special education is an ongoing problem at both a national and local level. One way in which school districts can address disproportionality is through the examination of culturally competent teaching practices. This study compared teacher and student perceptions of culturally competent teaching practices at a middle school with an ethnically diverse student population, to determine future need for teacher multicultural professional development. Teacher perceptions of multicultural teaching skill and knowledge were measured using the 16-item Multicultural Teaching Competency Scale (MTCS; Spanierman, et al., 2008). Multiple regression analyses were conducted to determine if teacher characteristics reported in the study (years experience and multicultural professional development within the past five years) predicted multicultural teaching skill and/or knowledge on the survey. Results indicated that a significant positive relationship existed between reported hours of professional development and MTCS Skill but not MTCS Knowledge. However, the combination of the variables years of experience and multicultural professional development did not predict either MTCS Skill or Knowledge. Student perceptions of culturally competent practices within the school were measured using the Student Survey developed by the Minneapolis Public Schools Positive School Climate Team (Minneapolis Public Schools, 2007). An independent sample T-test was conducted to determine whether eighth grade students differed in their overall perceptions of the school's cultural competence based on their race/ethnicity. Results indicated that white students responded significantly more positively than minority students suggesting that minority students may feel as though the school is less culturally competent when compared to white students. A one-way Analysis of Variance (ANOVA) was conducted to further assess on which items white students responded differently than minority students. Levene's statistic was significant for a few of the items indicating that one of the assumptions of ANOVA was violated; however, results were interpreted due to the robustness of the ANOVA. Although the nature of the differences between scores varied, white students responded more negatively on three items while minority students responded more negatively on one item. Results from this needs assessment provide implications for the use of perception data when evaluating the cultural competence of a school. The results should be interpreted with caution and combined with other data when making decisions regarding needs within a school.
Download or read book Disproportionate Placement of African American Students in Special Education written by Courtney Deveaux Holmes and published by . This book was released on 2017 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Disproportionate Representation of Minorities in Special Education written by Annie J. Hicks Eichelberger and published by . This book was released on 1999 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Truth in Labeling written by and published by . This book was released on 2007 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
