Why Are so Many Minority Students in Special Education? Understanding Race & Disability in Schools. Second Edition

Autor/inn/en	Harry, Beth; Klinger, Janette
Titel	Why Are so Many Minority Students in Special Education? Understanding Race & Disability in Schools. Second Edition
Quelle	(2014), (256 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-5506-8
Schlagwörter	Minority Group Students; Special Education; Disproportionate Representation; Race; Disabilities; African American Students; Hispanic American Students; Ethnography; Educational Policy; Student Placement; Response to Intervention; Research Methodology + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Rasse; Abstammung; Handicap; Behinderung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Ethnografie; Politics of education; Bildungspolitik; Schülerpraktikum; Research method; Forschungsmethode
Abstract	The second edition of this powerful book examines the disproportionate placement of Black and Hispanic students in special education. The authors present compelling, research-based stories representing the range of experiences faced by culturally and linguistically diverse students who fall in the liminal shadow of perceived disability. They examine the children's experiences, their families' interactions with school personnel, the teachers' and schools' estimation of the children and their families, and the school climate that influences decisions about referrals to special education. Based on the authors' 4 years of ethnographic research in a large, culturally diverse school district, the book concludes with recommendations for improving educational practice, teacher training, and policy renewal. The expanded second edition retains all of the vividly described cases of the original research and brings additional insight to the issue of disproportionality by: (1) Reframing the policy context to address key developments in the placement process, with a particular focus on Response to Intervention; (2) Including a new appendix that describes and reflects on the challenges, strengths, and dilemmas of the research methodology of the study; and (3) Updating the figures and literature on disproportionality. [Forewords by Lisa D. Delpit and Alfredo J. Artiles.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01