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 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 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 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 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 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 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 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 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 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 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 Effective Inclusive Schools written by Thomas Hehir and published by John Wiley & Sons. This book was released on 2012-01-18 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: How to raise the achievement of all kids, from gifted to those with severe disabilities This book presents lessons learned from in-depth case studies of some of our most effective inclusive public schools. The authors conclusively demonstrate that schools can educate students with mild and severe disabilities in general education classrooms by providing special education services that link to and bolster general education instruction. This goes beyond complying with Special Education law; having a truly inclusive environment raises the achievement level for all students and results in more committed and satisfied teachers. Insights shared from teachers, school leaders, parents, and the students themselves provide a path forward for anyone striving to Improve special education services. The authors reveal what these exemplary schools do that makes them so successful, and provide advice for readers who want to incorporate these practices themselves. Hehir, former U.S. Office of Special Education (OSEP) Director, is a leading name in Special Education Highlights the important relationships between administrators, teachers, and parents to foster maximum collaboration between general and special education Includes information on committing to Universal Design for Learning (UDL) and Positive Behavior Supports This vital resource zeroes in on what excellent public schools do differently to ensure all students succeed.
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 DisCrit Disability Studies and Critical Race Theory in Education written by David J. Connor and published by Teachers College Press. This book was released on 2016 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
Download or read book Why Are So Many Students of Color in Special Education written by Beth Harry and published by Teachers College Press. This book was released on 2022 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing to life the voices of children, families, and school personnel, this bestseller describes in detail the school climates and social processes that place many children of color at risk of being assigned inappropriate disability labels. Now in its third edition, this powerful ethnographic study examines the placement of Black and Hispanic students in the subjectively determined, high-incidence disability categories of special education. The authors present compelling narratives representing the range of experiences faced by culturally and linguistically diverse students who fall under the liminal shadow of perceived disability. This edition updates the literature on disproportionality, highlighting the deeply embedded and systemic nature of this decades-old pattern in which reforms represent mere shifts across disability categories, while disproportionality remains. Applying lenses of cultural-historical and critical disability theories, this edition expands on the authors’ previous theoretical insights with updated recommendations for improving educational practice, teacher training, and policy renewal. Book Features: A unique examination of the school-based contributors to disproportionality based on research conducted in a large, culturally diverse school district.Holistic views of the referral and placement process detailing students’ trajectories across 4 years from initial instruction to referral, evaluation, and placement in special education.An update on the patterns and literature related to disproportionality.Analysis of the cultural-historical nature of disproportionality and the socially constructed nature of the high-incidence disability categories.Recommendations for changing the conceptualization of children’s learning difficulties, moving away from the presumption of children’s intrinsic deficits toward evaluations based on human variation.
Download or read book Special Education Integration in U S Secondary Schools Investigating How Teacher Perceptions Relate to Academic Outcomes for Students Without Disabilities written by Kristopher William Rose and published by . This book was released on 2018 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education policy in the United States has been moving toward a more inclusive approach, founded in a belief that every child deserves equal opportunity for a world-class education. This strong preference set forth by policymakers has prompted a series of new education models in American classrooms, characterized by integrating students who receive special education into general education classes.
