A Comprehensive Approach to Identifying and Addressing Issues of Disproportionate Representation

Salend, Spencer J.; Duhaney, Laurel M. Garrick; Montgomery, Winifred

doi:10.1177/07419325020230050401

Cited by 40 publications

(37 citation statements)

References 46 publications

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“…Recently, a number of scholars have examined the issue of disproportionate representation of minority students in special education programs (see, e.g., Salend, Garrick Duhaney, & Montgomery, 2002;Townsend, 2002). Recently, a number of scholars have examined the issue of disproportionate representation of minority students in special education programs (see, e.g., Salend, Garrick Duhaney, & Montgomery, 2002;Townsend, 2002).…”

Section: De Spite Advancement In Education Reformmentioning

confidence: 99%

Effect of Children's Ethnicity on Teachers' Referral and Recommendation Decisions in Gifted and Talented Programs

Elhoweris

Mutua

Alsheikh

et al. 2005

Remedial and Special Education

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This study examines the effect of students' ethnicity on teachers' educational decision making. A total of 207 elementary school teachers from a large midwestern city participated in this study. All participants were randomly assigned to one of three treatment conditions. Each group was provided with a short case vignette describing a gifted child. One third of the teachers read a vignette describing a European American student, one third read a vignette describing an African American student, and one third served as a control group and received no information about the student's ethnicity. After reading the vignette, all participants were asked to respond to two questions. The results of this study indicated that the student's ethnicity did make a difference in the teachers' referral decisions.

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Section: De Spite Advancement In Education Reformmentioning

confidence: 99%

Effect of Children's Ethnicity on Teachers' Referral and Recommendation Decisions in Gifted and Talented Programs

Elhoweris

Mutua

Alsheikh

et al. 2005

Remedial and Special Education

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“…Culturally responsive teachers specifically acknowledge the need for students to find relevant connections among themselves, the subject matter, and the tasks they are asked to perform (Montgomery, 2001;Salend, Garrick Duhaney, & Montgomery, 2002). They know that students learn best when their experiences and interests serve as the basis for curriculum connections, making learning relevant to their lives (Ladson-Billings, 1994).…”

Section: Culturally Responsive Teachersmentioning

confidence: 99%

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

Klingner

Artiles

Kozleski

et al. 2005

EPAA

182

147

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In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based interventions and strategic improvements in practice and policy to improve students’ educational opportunities in general education and reduce inappropriate referrals to and placement in special education. We envision this work as cutting across three interrelated domains: policies, practices, and people. Policies include those guidelines enacted at federal, state, district, and school levels that influence funding, resource allocation, accountability, and other key aspects of schooling. We use the notion of practice in two ways, in the instrumental sense of daily practices that all cultural beings engage in to navigate and survive their worlds, and also in a technical sense to describe the procedures and strategies devised for the purpose of maximizing students’ learning outcomes. People include all those in the broad educational system: administrators, teacher educators, teachers, community members, families, and the children whose opportunities we wish to improve.

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“…As a result, it is common for multidisciplinary teams to find ELL students eligible for special education on the basis of invalid standard scores for this population and justify this by contending that at least they will get individual instruction (Salend, Duhaney, & Montgomery, 2002). While the team may have the student's best interest in mind, misplacement may not be an equitable decision.…”

Section: Disproportionate Representation In Professional Judgment Catmentioning

confidence: 99%

The Use and Interpretation of the Batería III With U.S. Bilinguals

Brown¹

2000

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Title: The Use and Interpretation of the Bateria ///with U.S. BilingualsWithin each classroom, many children excel academically while others struggle. Some students' difficulties are such that they require placement into educational programs different from grade level core and perhaps delivered outside of general education classrooms. For many, special education programs are the lifeline to reach their innate potential. For others misplaced into special education, their opportunities may be truncated. For the past 40 years (Dunn, 1968), disproportionate representation of minority children in some disability categories has been a problem. Educators commonly ask "Is a child's difficulties due to language differences or a learning disability?" One key area of confusion relates to the cognitive assessment of English language learner (ELL) students. While it is understandable that scores generated by English cognitive tests will not reflect an ELL child's true abilities, less is known about the appropriate use of native language (Spanish) cognitive assessments. ANOVA and t test analyses indicated both ELL groups scored significantly lower than the normative sample on GIA, short-term memory, long-term retrieval and crystallized intelligence and higher on auditory processing. Thus, the Bateria's scores from these factors may underestimate the abilities of ELL students.

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A Comprehensive Approach to Identifying and Addressing Issues of Disproportionate Representation

Cited by 40 publications

References 46 publications

Effect of Children's Ethnicity on Teachers' Referral and Recommendation Decisions in Gifted and Talented Programs

Effect of Children's Ethnicity on Teachers' Referral and Recommendation Decisions in Gifted and Talented Programs

Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

The Use and Interpretation of the Batería III With U.S. Bilinguals

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