Referral of African American Children for Evaluation of Emotional or Behavioral Concerns

Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: [email protected]; Web site: http://www.cec.sped.org/ddel

Y

12

African American Students; School Psychologists; Referral; Special Education; Disproportionate Representation; Student Behavior; Behavior Problems; Surveys; Emotional Problems; Teacher Role; Parent Role; Administrator Role; Aggression

Alabama; Georgia; Louisiana; Maryland; Mississippi; North Carolina; South Carolina; Virginia

1547-1888

Research indicates that high numbers of African American children receive special education services. To address the overrepresentation of African Americans in special education, this study examined the source of referral and the behaviors that precipitate the referral of African Americans for evaluation due to behavioral or emotional concerns. School psychologists responded to survey questions related to source of referral and reasons for referral when behavioral or emotional assessment was indicated. Results suggest that teachers are the primary source of referral; parents, administrators, and others initiate the process as well. Reasons for referral range from academic concerns to more specific behavioral concerns, particularly those related to aggression. Implications for proactive intervention to address problems leading to referral are discussed. (Contains 3 tables.)

As Provided

48

2010

EJ887247