Is There a Disproportionate Representation of African American Males in Special Education? A Causal-Comparative Investigation

Autor/inn/en	Hughley, Kiena S.; Larwin, Karen H.
Titel	Is There a Disproportionate Representation of African American Males in Special Education? A Causal-Comparative Investigation
Quelle	In: Journal of Organizational and Educational Leadership, 7 (2021) 1, Artikel 3 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2380-0860
Schlagwörter	African American Students; Males; Special Education; Disproportionate Representation; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities; Court Litigation; Elementary Secondary Education; Desegregation Litigation; School Desegregation; Racial Bias; Teacher Attitudes; Culturally Relevant Education; Racial Identification; Referral; Response to Intervention; Socioeconomic Status; Correlation; Suburban Schools; Gender Differences; Minority Group Students; Teacher Student Relationship; Ohio + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Bundesrecht; Disability; Disabilities; Behinderung; Rechtsstreit; Integrative Schule; Racial discrimination; Rassismus; Lehrerverhalten; Socio-economic status; Sozioökonomischer Status; Korrelation; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Geschlechterkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	African American male students are disproportionately represented in special education. The purpose of the current study is to examine the disproportionality of African American male students who are referred to special education programs and are identified special education services, specifically in the areas of Emotional Disturbance (ED), Specific Learning Disability (SLD), and other low incidence disabilities (OTH), which includes Speech & Language Instruction, Other Health Impaired, Autism, and Traumatic Brain Injury, in Northeast Ohio's suburban school district for the 2017-2020 school year. The sample was drawn from a suburban school district in Northeast Ohio which consisted of six schools. Findings indicated Black males were disproportionately represented in special education programs. Findings demonstrate the need for culturally relevant teaching used collectively with Response to Intervention. (As Provided).
Anmerkungen	School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01