Download or read book The Causes of Overrepresentation of African American Students in Special Education written by Marvin E. Sims and published by . This book was released on 2006 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 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 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 Closing the Racial Achievement Gap written by Paula Camp and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The United States education system triggers a debate since it is characterized by educational inequities and disparities. Despite many efforts towards ensuring equality and many years since segregation was banned in public schools, African American male students still face discrimination and unfair treatment. The purpose of this research is to explore the overrepresentation of African American male students in special education programs and bridge the existing racial achievement gap. The main research questions include: Are African American male students overly represented in special education programs? How does teacher bias contribute to the overrepresentation of African American males in special education? And, what is the impact of racial disproportionality in disciplinary practices on African American male students in special education programs? The overrepresentation of African American male students in special education programs is one of the significant causes of the achievement gap; thus, the current study will comprehensively discuss the issue and contribute to the lasting solution to the problem. The researcher engaged students at a northern California school. Specifically, the researcher focused on the special education teachers' caseload of student's Individualized Education Programs (IEP's) from 9th-12th grades enrolled in Special Day Classes (SDC) identified with mild and moderate learning disabilities. Besides, the researcher will adopt a qualitative case study design. The inter-coder approach and triangulation will help ensure the study's reliability and validity, respectively. The findings of the study revealed that African American male students are overly represented in special education programs. Also, they are referred to these programs due to various disabilities, including intellectual, emotional, and learning disabilities. The study outcome also revealed that teacher bias is a significant cause of African American male students' overrepresentation in special education. Further, the study found that African American male students are more likely to be suspended than their counterparts. Undoubtedly, this overrepresentation adversely impacts the student's academic performance; thus, lagging behind their peers. Solving the problem requires adopting a cultural proficiency lens when training educators and leaders to overcome the barriers to equal access to education. Teacher bias and racial disproportionality are significant causes of African American male students' overrepresentation in special education programs. The study's outcome will help address the challenges facing African American male students and close the achievement gap.

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 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 Overrepresentation of African American Students in Special Education Services written by Maria Roxana Rodriguez-Araya and published by . This book was released on 2007 with total page 106 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 2014-04-01 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 Overrepresentation of African American Students Receiving Special Education Services in the Public Schools in the State of Virginia written by Dorethea D. Dowl and published by . This book was released on 1998 with total page 112 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 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 The Examination of the Overrepresentation of African American Students in Special Education from a Sociocultural Perspective written by Kimberly Fitchett-Bazemore and published by . This book was released on 2000 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Untold Narratives written by Shawn Anthony Robinson and published by IAP. This book was released on 2018-02-01 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book reflects a much needed area of scholarship as the voices of African American (AA) or Black students defined by various labels such as learning disability, blindness/visual impairment, cognitive development, speech or language impairment, and hearing impairment are rare within the scholarly literature. Students tagged with those identifiers within the Pk-20 academic system have not only been ignored, and discounted, but have also had their learning framed from a deficit perspective rather than a strength-based perspective. Moreover, it was uncommon to hear first person narratives about how AA students have understood their positions within the general education and special education systems. Therefore, with a pervasive lack of knowledge when it comes to understanding the experiences of AA with disabilities, this book describes personal experiences, and challenges the idea that AA students with disabilities are substandard. While this book will emphasize successful narratives, it will also provide counter-narratives to demystify the myth that those with disabilities cannot succeed or obtain terminal degrees. Overall, this edited book is a much needed contribution to the scholarly literature and may help teachers across a wide array of academic disciplines in meeting the academic and social needs of AA students with disabilities. ENDORSEMENTS: Dr. Shawn Robinson’s collection of personal narratives raises critical questions about the U. S. public education system. Written by African Americans compartmentalized in special education programs because of actual or perceived disabilities, these stories will impel readers even tangentially affiliated with educational institutions to consider testing, placement, mainstreaming, retention and promotion, and other assessment policies that determine grade-level readiness. Thanks to Robinson, the perspectives of these graduates who surmounted barriers to more positive and accommodating learning environments now receive proper attention. ~ John Pruitt, University of Wisconsin-Rock County With a bold vision, Dr. Shawn Anthony Robinson enters the discussion of Special Education with a collection of narratives that highlight the struggles and triumphs of marginalized students. In America, we have a long, contested history of “inclusion” of students of color and difference in our public, mainstream institutions. When these students are invited to the education table, they still must overcome persistent and pernicious barriers to true and equal educational opportunities. Consequently, students are left to “sink or swim” in oceans disparity and inequity. This collection of narratives and counter-narratives, confront the absence of adequate research and other empirical evidence of pedagogy and practice that would be essential to 21st Century progress in educational praxis. This volume represents one, important step towards adding new voices to the continuing struggle of meaningful inclusion. How might students of color and difference succeed in an education system that provides “no room to bloom? The authors address this challenge by exploring topics such as Aspirational Capital, Linguistic Capital, Familial Capital, Social Capital, Navigational Capital and Resistance Capital. The reader will be exposed to ideas that will help students “make a way out of no way” by working both within and against educational systems full of barriers and opportunities. Congratulations to Dr. Robinson and his colleagues as the content of this volume represents an important contribution to the extant literature. ~ Gregory A. Diggs , Denver, Colorado

Download or read book Effective Teaching of African American Students who Receive Special Education Services written by Nancy Stone Bealmear and published by . This book was released on 2006 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation is an examination of effective teaching of African American students who receive special education services by teachers who are either National Board Certified Teachers or Highly Qualified Master's Level teachers. It begins with an overview of the history of special education in the United States and the current conditions of special education. It then covers the matter of overrepresentation of African American students in special education and the various contributors to that problem. The conceptual framework is to examine the self-efficacy and best practices of National Board Certified Teachers (NBCTs) or Highly Qualified (HQ) Master's Level teachers from middle and high schools. It examines the literature addressing learning and cultural styles of African American students and how these learning styles may affect the achievement levels of African American students. The latter part of the dissertation provides examples of positive school practices for African American students. The dissertation is divided into five chapters, addressing special education policies and laws, overrepresentation of African American students in special education, literature on cultural and learning styles of African American students, effective teaching, and teaching standards. Chapter One looks at the history of African American education in the United States and how the Civil Rights Law affected their education and affected the education of students with disabilities. It also provides definitions of legal terminology for the special education law and disability categories. In addition, it covers teacher self-efficacy and teacher standards. The differences between National Board Certified Teachers and Highly Qualified Master's Level teachers are also addressed in Chapter One. Chapter Two is divided into three different sections that address literature and research about the history of African American education in the United States, the causes of overrepresentation, curriculum in the schools and multicultural curriculum, effective teaching, standards, critical race theory, African American cultural styles, and effective teaching of African American students. The first section is about the history of African American education in the United States and the history of civil rights for students with disabilities, and factors that contribute to overrepresentation. The second section pertains to curriculum models developed by researchers for multicultural education, what researchers consider as effective teaching, and teaching standards. The third section discusses critical race theory, cultural styles of African American students, and effective teaching of African American students. Chapters One and Two are theoretical in nature, and Chapters Three and Four focus on the methodology of the study and the results of the study. Chapter Three focuses on the type of study, the survey instrument, and the groups chosen for participation. This study uses a descriptive correlational design that employs a Likert-scale survey with a cross-sectional group of teachers. Survey responses from National Board Certified teachers (NBCT) are compared with responses from Master's Level Highly Qualified (HQ) teachers to determine possible differences and similarities in perceptions about classroom instruction, beliefs, and behaviors. This study investigates what both NBCT and HQ teachers perceive that makes them effective with African American students who receive special education services. This study also examines whether teachers' effectiveness consists explicitly of attitudes towards students, specific teaching technique, or methods, or a combination of both. Chapter Four examines the results of the survey questionnaire returned, and the demographics of the participants in the study. Chapter Five is a summary of the entire study and a detailed explanation of the specific questions indicating statistical differences in scores. The dissertation ends with recommendations for future research and educational implications for the findings.