Top

Gepubliceerd in:

01-01-2014 | Original Paper

Minority Representation in Special Education: 5-Year Trends

Auteurs: Dalun Zhang, Antonis Katsiyannis, Song Ju, Eric Roberts

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 1/2014

Abstract

The disproportionate representation of minority students in special education has been a concern for decades. The Individuals with Disabilities Education Act mandates states to have policies and procedures in place to prevent inappropriate over identification or disproportionate representation by race and ethnicity of students with disabilities. The purpose of this study was to investigate the current status of minority representation in special education given the mandate and related efforts to reduce overrepresentation and to identify trends for the 5-year period from 2004 to 2008. Growth models were used to analyze trends in national data collected from the 50 states and the District of Columbia for these 5 years. Findings indicate some improvements from 10 years ago, especially noteworthy are a significant decrease in the number of African American students and a moderate decrease in the number of Hispanic students categorized as having intellectual disabilities. However, during the same period, the number of Hispanic students in learning disabilities increased. Otherwise, the trend of racial/ethnic representation in special education remains the same as it was a decade ago.

vorige artikel Social Development of Preschool Children in Croatia: Contributions of Child Temperament, Maternal Life Satisfaction and Rearing Practices

volgende artikel The Effects of Family Type, Family Relationships and Parental Role Models on Delinquency and Alcohol Use Among Flemish Adolescents

Albrecht, F. S., Skiba, R. J., Losen, D. J., Chung, C., & Middleberg, L. (2012). Federal policy on disproportionality in special education: Is it moving us forward? Journal of Disability Policy Studies, 23, 14–25.CrossRef

Algozzine, B. (2005). Restrictiveness and race in special education: Facts that remain difficult to ignore anymore. Learning Disabilities A Contemporary Journal, 3(1), 64–69.

Artiles, A. J., Kozleski, E. B., Trent, S. C., Osher, D., & Ortiz, A. (2010). Justifying and explaining disproportionality, 1968–2008: A critique of underlying views of culture. Exceptional Children, 76(3), 279–299.

Artiles, A. J., Rueda, R., Salazar, J. J., & Higareda, I. (2005). Within-group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71(3), 283–300.

Balcazar, F. E., Taylor-Ritzler, T., Dimpfl, S., Portillo-Peña, N., Guzman, A., Schiff, R., et al. (2012). Improving the transition outcomes of low-income minority youth with disabilities. Exceptionality, 20, 114–132.CrossRef

Blanchett, W. J., Mumford, V., & Beachum, F. (2005). Urban school failure and disproportionality in a post-Brown era: Benign neglect of the Constitutional rights of students of color. Remedial and Special Education, 26, 70–81.CrossRef

Cameto, R. (2005). Employment of youth with disabilities after high school. In M. Wagner, L. Newman, R. Cameto, N. Garza, & P. Levine (Eds.), After high school: A first look at the post school experience of youth with disabilities (pp. 1–19). Menlo Park, CA: SRI International. Retrieved from http://www.nlts2.org/pdfs/afterhighschool_chp5.pdf.

Civil Rights Data Collection. (2012). Civil Rights Data Collection (CRDC) projections and documentation: 2006 national and state projections. Retrieved from http://ocrdata.ed.gov/Projections_2006.aspx.

Contopidis, E., Leroux, J. M., & Halpern, D. (2007). A closer look: Disproportionality among rural school districts. Multiple Voices for Ethnically Diverse Exceptional Learners, 10(1–2), 147–159.

Coutinho, M., & Oswald, D. (2000). Disproportionate representation in special education: A synthesis and recommendations. Journal of Child and Family Studies, 9, 135–156.CrossRef

Donovan, M. S., & Cross, C. T. (Eds.). (2002). Minority students in special and gifted education. Washington, DC: National Academies Press.

Duran, R. P. (2008). Assessing English-language learners’ achievement. Review of Research in Education, 32, 292–327.CrossRef

Fierros, E. C., & Conroy, J. W. (2002). Double jeopardy: An exploration of restrictiveness and race in special education. In D. J. Losen & C. Orfield (Eds.), Racial inequity in special education (pp. 39–70). Cambridge, MA: The Civil Rights Project at Harvard University, Harvard Educational Press.

Grant, P. A. (2005). Restrictiveness and race in special education: Educating all learners. Learning Disabilities A Contemporary Journal, 3(1), 70–74.

Harris-Murri, N., King, K., & Rostenberg, D. (2006). Reducing disproportionate minority representation in special education programs for students with emotional disturbances: Toward a culturally responsive response to intervention model. Education and Treatment of Children, 29(4), 779–799.

Hodapp, R. M., & Krasner, D. V. (1995). Reflections on using large, national data bases in special education research. Exceptionality, 5(2), 109–112.

Hosp, J. L., & Reschly, D. J. (2003). Referral rates for intervention or assessment: A meta-analysis of racial differences. Journal of Special Education, 37, 67–80.CrossRef

Hosp, J. L., & Reschly, D. J. (2004). Disproportionate representation of minority students in special education: Academic, demographic, and economic predictors. Exceptional Children, 70, 185–199.

Hox, J. J. (2010). Multilevel analysis: Techniques and applications (2nd ed.). New York, NY: Routledge.

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004). Reauthorization of the Individuals with Disabilities Education Act of 1990.

Kauffman, J. M., Simpson, R. L., & Mock, D. R. (2009). Problems related to underservice: A rejoinder. Behavioral Disorders, 34(3), 172–180.

Larry P v. Riles. (1979). 495 E Supp. 926 (N.D. Cal. 1979), aff’d793 E 2d 969 (9th Cir. 1984).

Liu, Y., Ortiz, A. A., Wilkinson, C. Y., Robertson, P., & Kushner, M. I. (2008). From early special education to special education resource rooms: Identification, assessment, and eligibility determinations for English language learners with reading-related disabilities. Assessment for Effective Intervention, 33(3), 177–187.CrossRef

McCall, Z., & Skrtic, T. M. (2009). Intersectional needs politics: A policy frame for the wicked problem of disproportionality. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2), 3–23.

Ortiz, A. A. (2002). Prevention of school failure and early intervention for English language learners. In A. J. Artiles & A. A. Ortiz (Eds.), English language learners with special education needs: Identification, assessment and instruction (pp. 31–48). McHenry, IL: Center for Applied Linguistics, Delta Systems Co., Inc.

Oswald, D. P., Coutinho, M. J., Best, A. M., & Singh, N. N. (1999). Ethnic representation in special education: The influence of school-related economic and demographic variables. The Journal of Special Education, 32, 194–206.CrossRef

Skiba, R. J., Bush, L. D., & Knesting, K. K. (2002a). Culturally competent assessment: More than nonbiased tests. Journal of Child and Family Studies, 11, 61–78.CrossRef

Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. (2002b). The color of discipline: Sources of racial and gender disproportionality in school punishment. Urban Review, 34, 317–342.CrossRef

Skiba, R. J., Poloni-Staudinger, L., Gallini, S., Simmons, A. B., & Feggins-Azziz, L. R. (2006a). Disparate access: The disproportionality of African American students with disabilities across educational environments. Exceptional Children, 72, 411–424.

Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J., et al. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74(3), 264–288.

Skiba, R. J., Simmons, A., Ritter, S., Kohler, K., Henderson, M., & Wu, T. (2006b). The context of minority disproportionality: Practitioner perspectives on special education referral. Teachers College Record, 108, 1424–1459.CrossRef

Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3), 317–334.

Trent, S. C., Kea, C. D., & Oh, K. (2008). Preparing preservice educators for cultural diversity: How far have we come? Exceptional Children, 74, 328–350.

U.S. Commission on Civil Rights. (2009). Minorities in special education: A briefing before the United States Commission on Civil Rights held in Washington, DC. Retrieved from http://www.usccr.gov/pubs/MinoritiesinSpecialEducation.pdf.

U.S. Department of Commerce (2004). Annual-estimates of the population by sex, race, and hispanic or latino origin for the United States: April 1, 2000 to July 1, 2003. Retrieved on August 13, 2011 from http:/www.census.gov/popest/national/asrh/NCEST2003/NC-EST2003-03.pdf.

U.S. Department of Education. (1997). Nineteenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.

U.S. Department of Education, Office of Special Education Programs, Data Analysis System. (2010). Children with disabilities receiving special education under part B of the Individuals with Disabilities Education Act. Retrieved from http://www.ideadata.org.

Valencia, R. R., & Suzuki, L. A. (2000). Intelligence testing and minority students: Foundations, performance factors, and assessment issues. Thousand Oaks, CA: Sage.

Van Tassel-Baska, J., Feng, A. X., Swanson, J. D., Quek, C., & Chandler, K. (2009). Academic and affective profiles of low-income, minority, and twice-exceptional gifted learners: The role of gifted program membership in enhancing self. Journal of Advanced Academics, 20(4), 702–739.CrossRef

Yoon, S. Y., & Gentry, M. (2009). Racial and ethnic representation in gifted programs: Current status of and implications for gifted Asian American students. Gifted Child Quarterly, 53(2), 121–136.CrossRef

Zhang, D., & Katsiyannis, A. (2002). Minority representation in special education: A persistent challenge. Remedial and Special Education, 23, 180–187.CrossRef

Titel: Minority Representation in Special Education: 5-Year Trends
Auteurs: Dalun Zhang
Antonis Katsiyannis
Song Ju
Eric Roberts
Publicatiedatum: 01-01-2014
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 1/2014
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-012-9698-6

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 1/2014

Associations Between Adolescents’ Family Stressors and Life Satisfaction

Family Structure and Child Adjustment in Spain

The Effects of Family Type, Family Relationships and Parental Role Models on Delinquency and Alcohol Use Among Flemish Adolescents

Children of Mentally Ill Parents Participating in Preventive Support Groups: Parental Diagnoses and Child Risk

Personality Resemblance Between Parents and Offspring: Study of Five Factors Across Four Samples and Questionnaires

Training and Maintaining System-Wide Reliability in Outcome Management