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Book California s Efforts to Mitigate Significant Disproportionality of African American Students in Special Education

Download or read book California s Efforts to Mitigate Significant Disproportionality of African American Students in Special Education written by Brett Harrison and published by . This book was released on 2020 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Disproportionality of African American students in special education is a component of current racial injustices. African American youth are often assessed for and inappropriately identified as a student with a disability at higher rates than other ethnic and racial groups. California Department of Education enlisted the State Performance Plan Technical Assistance Project (SPP-TAP) to support local educational agencies (LEAs) identified for having significant overrepresentation of African American students within special education. In this study, five LEAs identified as significantly disproportionate in California were examined. The degree of adherence to research-based strategies in LEAs’ improvement plans was examined. LEAs’ improvement plans were also qualitatively analyzed based on a Critical Race Theory framework. Rates of disproportionality across 4 years were examined. LEAs’ improvement plans were rated highest on focus areas for intervention and lowest in evaluating these efforts, and four LEAs decreased rates of disproportionality. Implications for LEAs’ practices to curb rates of disproportionality of African American students in special education in California are then discussed.

Book Unconditional Education

    Book Details:
  • Author : Robin Detterman
  • Publisher : Oxford University Press
  • Release : 2019-03-19
  • ISBN : 0190886528
  • Pages : 224 pages

Download or read book Unconditional Education written by Robin Detterman and published by Oxford University Press. This book was released on 2019-03-19 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: After decades of reform, America's public schools continue to fail particular groups of students; the greatest opportunity gaps are faced by those whose achievement is hindered by complex stressors, including disability, trauma, poverty, and institutionalized racism. When students' needs overwhelm the neighborhood schools assigned to serve them, they are relegated to increasingly isolated educational environments. Unconditional Education (UE) offers an alternate approach that transforms schools into communities where all students can thrive. It reduces the need for more intensive and costly future remediation by pairing a holistic, multi-tiered system of supports with an intentional focus on overall culture and climate, and promotes systematic coordination and integration of funding and services by identifying gaps and eliminating redundancies to increase the efficient allocation of available resources. This book is an essential resource for mental health and educational stakeholders (i.e., school social workers, therapists, teachers, school administrators, and district-level leaders) who are interested in adopting an unconditional approach to supporting the students within their schools.

Book DISPROPORTIONALITY IN EDUCATION AND SPECIAL EDUCATION

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.

Book Handbook of 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.

Book Racial Inequity 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

Book Minority Students in Special and Gifted Education

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.

Book Closing the Racial Achievement Gap

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.

Book Persistence and Pervasion of Disproportionate Representation of African American Students in Special Education Programs

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:

Book Equity Expansive Technical Assistance for Schools

Download or read book Equity Expansive Technical Assistance for Schools written by Kathleen A. King Thorius and published by Teachers College Press. This book was released on 2023 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on the author’s experience leading equity-focused technical assistance centers, this book details approaches to partnering with educators and other stakeholders to eliminate racial disproportionality in special education. Because of its historical and current relevance as an indicator of systemic oppression, Thorius centers disproportionality as a crucial issue to be addressed through technical assistance partnerships. For these partnerships to be successful, technical assistance providers must: (1) support partners in engaging with systemic and individual oppressions that contribute to inequities at the intersections of racism and ableism, and (2) introduce their partners to resources that mediate learning about and developing locally relevant solutions that abolish racism and ableism in tandem. Equity Expansive Technical Assistance for Schools provides a research-based framework for conducting technical assistance, including vignettes and facilitation guides that educational leaders can use to address disproportionality in special education within their local contexts. Book Features: Detailed protocols for professional dialogue toward eliminating racial disproportionality in special education.Expanded definitions and descriptions of disproportionality as an issue of ableism, as well as racism.Real-life examples of technical assistance and professional development partnership activities that improve conditions leading to, and outcomes of, disproportionality.

Book Racial Disproportionality and Disparities in the Child Welfare System

Download or read book Racial Disproportionality and Disparities in the Child Welfare System written by Alan J. Dettlaff and published by Springer Nature. This book was released on 2020-11-27 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume examines existing research documenting racial disproportionality and disparities in child welfare systems, the underlying factors that contribute to these phenomena and the harms that result at both the individual and community levels. It reviews multiple forms of interventions designed to prevent and reduce disproportionality, particularly in states and jurisdictions that have seen meaningful change. With contributions from authorities and leaders in the field, this volume serves as the authoritative volume on the complex issue of child maltreatment and child welfare. It offers a central source of information for students and practitioners who are seeking understanding on how structural and institutional racism can be addressed in public systems.

Book The Special EDge

Download or read book The Special EDge written by and published by . This book was released on 2010 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Racial and Ethnic Disparities in Special Education

Download or read book Racial and Ethnic Disparities in Special Education written by Office of Special Education and Rehabilitative Services (ED) and published by . This book was released on 2016 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: Under Part B of the "Individuals with Disabilities Education Act" ("IDEA"), states must collect and examine data to determine whether significant disproportionality on the basis of race and ethnicity is occurring in the state, or its school districts, with respect to the identification, placement, and discipline of students with disabilities. To ensure compliance with this provision of "IDEA," the U.S. Department of Education (ED) has proposed rules--for public comment--that would require all states to use a standard methodology to identify significant disproportionality. Under this standard approach, states would analyze racial and ethnic disparities using a risk ratio, and select a reasonable risk ratio threshold to determine when racial and ethnic disparities have become significant. The purpose of this document is to provide the public with a set of tables showing the number and percentage of school districts that would be identified with significant disproportionality if ED's example risk ratio thresholds were adopted by all 50 states and the District of Columbia. The tables detail the number and percent of LEAs in each state with a risk ratio that exceeds two MADs above the national median, with a minimum cell size of 10 students for three consecutive years (2011-12, 2012-13, and 2013-14), within each race/ethnicity and specific category (i.e., identification of students with specific learning disabilities, total number of disciplinary removals, separate settings, etc.). In addition to providing information on the methodology and limitations of the data, this document will also assist the reader in understanding how to read the tables.

Book California s Disproportionality

Download or read book California s Disproportionality written by Erin Michelle Davenport and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite years of education reform, legislative changes and legal efforts, disproportionality in special education remains one of the most pervasive issues in the field of education. Utilizing data from the California Department of Education (CDE), this study examined the relationships between multiple socio-demographic variables and the over or underrepresentation of Latino students in three subjective special education categories in 639 school districts in California. The socio-demographic variables included district percentages of free and reduced lunch (FRL) as a measure of poverty, percent of English Language Learner (ELL), a district's level of per pupil expenditures, academic performance indicator (API) scores, percent of Caucasian students, percent of Latino students, percent of African American students, and percent of Asian students. Three special education categories, considered the most subjective, included Specific Learning Disability (SLD), Emotional Disturbance (ED) and Intellectual Disability (ID). A point biserial correlation coefficient analysis revealed statistically significant relationships (p

Book The Disproportionate Representation of Minorities in Special Education

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:

Book The Overrepresentation of African American Students in Special Education

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.