Disproportionate representation in special education: a synthesis and recommendations.
Disproportionate representation of minority students in special education remains a very controversial, unresolved issue. This synthesis summarizes historical perspectives and current knowledge about disproportionate representation with respect to: (a) definitions of disproportionate representatio...
| Publicado en: | Journal of Child & Family Studies Vol. 9; no. 2; pp. 135 - 157 |
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| Autores principales: | , |
| Formato: | Artículo |
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Springer Science & Business Media B.V.
June 2000
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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=ssf&AN=507700750&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507700750 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10621024 JFM jtl: Journal of Child & Family Studies issn: 10621024 maglogo: N pubinfo: dt: June 2000 vid: 9 iid: 2 pid: 237 pub: Springer Science & Business Media B.V. artinfo: ui: 507700750 ppf: 135 ppct: 22 formats: fmt: @attributes: type: P size: 79KB tig: atl: Disproportionate representation in special education: a synthesis and recommendations. aug: au: Coutinho, Martha J. Oswald, Donald P. su: Special education United States education system Education policy Discrimination in education Education of minorities United States sug: subj: United States Special education United States education system Education policy Discrimination in education Education of minorities ab: Disproportionate representation of minority students in special education remains a very controversial, unresolved issue. This synthesis summarizes historical perspectives and current knowledge about disproportionate representation with respect to: (a) definitions of disproportionate representation and related issues of interpretation; (b) national and state–level estimates of disproportionality for four ethnic groups; (c) legal, policy, research and teacher education responses to disproportionality; and (d) hypothesized causes and predictors of disproportionality. Authors stress the need for: coherent and well—articulated conceptual frameworks, responsible use and representation of data, research dialog that is informed by appreciation of the complex sociopolitical history and current context, and the need for effective advocacy to improve the educational success of minority students. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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