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9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 5:30 p.m.
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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Hurd/St. Andrews Library
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Promising Practices for Curbing Disproportionate Representation of Minority Students in Special Education
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- Author(s): Echevarria, Jana; Powers, Kristin; Elliott, Judy
- Language:
English- Source:
Issues in Teacher Education. Spr 2004 13(1):19-33.- Physical Description:
PDF- Publication Date:
2004- Document Type:
Journal Articles
Reports - Descriptive- Online Access:
- Language:
- Additional Information
- Availability: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: [email protected]; Web site: http://www.caddogap.com
- Peer Reviewed: Y
- Source: 15
- Subject Terms: Racial Bias; Disproportionate Representation; Student Placement; Identification; Minority Group Children; Special Education; Correlation; Student Behavior; Academic Achievement; General Education; Accountability; Referral; Student Rights; Teacher Competencies; Consciousness Raising; Teacher Education; Student Diversity; Early Intervention; Disabilities
- ISSN: 1536-3031
- Abstract: The disproportionate representation of minority students in special education programs has been a persistent problem in American education. Being labeled as disabled often has a negative impact on social relationships and self-concept and long-term outcomes such as graduation and employment. Disproportionate identification of students from certain ethnic and racial groups begins in general education when teachers view a child's poor academic performance and/or behavior as a problem inherent to the child. It is critical for general education teachers and administrators to understand the relationship between insufficient supports and interventions in the classroom--academic and behavioral--and the overrepresentation of minorities in special education. This paper examines the issue and explains general education practices that may reduce the number of students inappropriately identified and referred for special services. (Contains 1 table.)
- Abstract: ERIC
- Number of References: 57
- Publication Date: 2008
- Accession Number: EJ796430
- Availability:
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