Wading Through Quicksand: Making Sense of Minority Disproportionality in Identification of Emotional Disturbance.
The debate surrounding disproportionality in the identification of culturally and linguistically diverse students for special education, and in the category of emotional disturbance in particular, remains highly contentious, particularly as scholars grapple with the meaning and causes of disproporti...
| Publicado en: | Behavioral Disorders Vol. 43; no. 1; pp. 244 - 253 |
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| Formato: | tables/charts Journal Article |
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Sage Publications Inc.
Nov2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=126079928&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 126079928 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Nov2017 vid: 43 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 126079928 126079928 126079928 10.1177/0198742917732360 126079928 ppf: 244 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Wading Through Quicksand: Making Sense of Minority Disproportionality in Identification of Emotional Disturbance. aug: au: Sullivan, Amanda L. affil: University of Minnesota, Minneapolis, USA sug: subj: Affective Disorders Prevention and Control Education, Special Healthcare Disparities Health Services Needs and Demand Child Child: 6-12 years ab: The debate surrounding disproportionality in the identification of culturally and linguistically diverse students for special education, and in the category of emotional disturbance in particular, remains highly contentious, particularly as scholars grapple with the meaning and causes of disproportionality. In this article, I discuss assumptions underpinning this line of scholarship and implications for the meaning we make of research findings related to disparities in special education and students' needs. Efforts to understand and address inequity must be juxtaposed with the imprecise, and at times inscrutable, conceptual, psychometric, procedural, and causal issues surrounding identification and potential disproportionality, even while maintaining a fundamental desire to benefit students. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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