Implications of Ethnic Disproportion in Programs for the Educable Mentally Retarded

Brady, Patricia M.; Manni, John L.; Winikur, David

doi:10.1177/002246698301700305

Cited by 10 publications

(7 citation statements)

References 19 publications

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“…It has been noted in a number of countries that ethnic minority groups are disproportionately represented in special classes and schools. (See Berhanu, 2001;Brady, Manni & Winnikur, 1983;Coard, 1971;Gillborn, 1990;Losen & Orfield, 2002;Dyson & Gallannaugh, 2008). Also some Swedish reports, e.g., Bel Habib, 2001;Bloom, 1999;Hahne Lundström, 2001;Lahdenperä, 1977;Skolverket, 1998;SOU, 1977, and a number of student theses).…”

Section: Theoretical Perspectives and Research Genresmentioning

confidence: 99%

“…The tests are of an ability testing type, are standardized, and are usually administered on a one time basis. This is a phenomenon that most minority students go through in many western countries (see, e.g., Berhanu, 2005a;Brady et al, 1983;Gupta & Coxhead, 1988;Hegarty, 1988). The tests are not culture free (Berhanu, 2007) and the evaluation does not sufficiently take into consideration the overall situation of the child.…”

Section: Evaluation and Diagnostics Proceduresmentioning

confidence: 99%

See 1 more Smart Citation

A Comparative Study of Staff Perspectives on Design Based Learning in Engineering Education

Чандрасекаран¹,

Littlefair²,

Joordens³

et al. 2014

JMER

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is a refereed journal. All research articles in this journal undergo rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees. The review process usually takes 4-6 weeks. Papers are accepted for publication subject to no substantive, stylistic editing. The editor reserves the right to make any necessary changes in the papers, or request the author to do so, or reject the paper submitted.

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Section: Theoretical Perspectives and Research Genresmentioning

confidence: 99%

Section: Evaluation and Diagnostics Proceduresmentioning

confidence: 99%

A Comparative Study of Staff Perspectives on Design Based Learning in Engineering Education

Чандрасекаран¹,

Littlefair²,

Joordens³

et al. 2014

JMER

View full text Add to dashboard Cite

show abstract

“…It has been noted in a number of countries that ethnic minority groups are disproportionately represented in special classes and schools. (See Berhanu, 2001;Brady, Manni, & Winnikur, 1983;Coard, 1971;Gillborn, 1990;Losen & Orfield, 2002;Dyson & Gallannaugh, 2008). Also some Swedish reports, e.g., Bel Habib, 2001;Bloom, 1999;Hahne Lundström, 2001;Lahdenperä, 1977;Skolverket, 1998Skolverket, , 2003Skolverket, , 2005aSOU, 1977, and a number of student theses).…”

Section: Theoretical Perspectives and Research Genresmentioning

confidence: 99%

“…This is a phenomenon that most minority students go through in many western countries (see, e.g., Berhanu, 2005a,b;Brady et al 1983;Gupta & Coxhead, 1988;Hegarty, 1988). The tests are not culture free (Berhanu, 2007) and the evaluation does not sufficiently take into consideration the overall situation of the child.…”

Section: Evaluation and Diagnostics Proceduresmentioning

confidence: 99%

Ethnic Minority Pupils in Indonesian Schools: Some Trends in Over-Representation of Minority Pupils in Special Educational Programmes at the Vocational

Iskandar¹

2014

JMER

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The way categories, labels, and taxonomies are used depends upon national ideologies and nationally specific conceptions of citizenship and normality. Ethnicity, differences, disability and deviance are social constructions. Underachievement or overachievement in social (cognitive) performance or overrepresentation in special educational placements of certain groups of students is as much the product of categorisation or definitional processes as it is the workings of institutional procedures, patterns, and intransigence. In particular (Vocational), schools' inability to accommodate difference and diversity causes exclusion and alienation. Globalisation and hegemonic neo-liberal ideology make it difficult to create a genuinely inclusive society, to produce complete citizens, and to promote equity. This study analyses the placement of ethnic minority students in special education programmes. It begins with a review of empirical reports that problematise the phenomenon of overrepresentation of students with immigrant background in special schools for intellectually disabled students. The analysis that follows is conducted through the prism of a number of perspectives, including sociocultural/historical theory, the inclusive education movement, multicultural education, and critical pedagogical theories. While there is no evidence to suggest that such overrepresentation is nationwide, the phenomenon can be identified in large cities where there are concentrations of immigrants. Analysis demonstrates that the problem is related to, among other factors, unreliable assessment procedures and criteria for referral and placement; lack of culturally sensitive diagnostic tools; the static nature of tests, including embedded cultural bias; sociocultural problems, family factors, and language problems; lack of parental participation in decision-making; power differentials between parents and school authorities; institutional intransigence and prejudices; and large resource inequalities that run along lines of race and class.

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“…Despite long-standing public concern, professional debate, and a number of analyses of ethnic representation in special education, the actual proportions and causes of the apparent disproportionality are not understood. In general, studies have reported that Anglo American students are less likely to be identified as having a disability or to be placed in restrictive school settings than students from other cultures, particularly African Americans (Brady, Manni, & Winikur, 1983;Chinn & Hughes, 1987;Gregory, Shanahan, & Walberg, 1986;Harry, 1992Harry, , 1994Manni, Winikur, & Keller, 1980; Reschly & Ward, 1991;Serwatka, Deering, & Grant, 1995;Tobias, 1980;Trent & Artiles, 1995; Yeargin-Allsopp, Drews, Decoufle, & Murphy, 1995). However, studies have varied with respect to ethnic and racial category, disability condition, definition of minority representation, and technical method.…”

Section: Extent and Causes Of Disproportionate Representationmentioning

confidence: 99%

Ethnic Representation in Special Education

et al. 1999

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The purpose of this study was to provide current information on the representation of African American students as mildly mentally retarded (MMR) and seriously emotionally disturbed (SED) and to describe the influence of economic, demographic, and educational variables on the identification of minority students for special education. The sample consisted of the districts selected for the Fall 1992 Elementary and Secondary School Civil Rights Compliance Report survey. Odds ratios were constructed for MMR and SED to describe the nature and extent of disproportionate representation. Regression models were tested to investigate the influence of a set of school-related demographic and fiscal variables on disproportionate representation. Results indicated that African American students were about 2.4 times more likely to be identified as MMR and about 1.5 times more likely to be identified as SED than their non-African American peers. Economic and demographic variables were significant predictors of disproportionate representation but influenced identification of students as MMR and SED in different ways. Implications for research are discussed.

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Implications of Ethnic Disproportion in Programs for the Educable Mentally Retarded

Cited by 10 publications

References 19 publications

A Comparative Study of Staff Perspectives on Design Based Learning in Engineering Education

A Comparative Study of Staff Perspectives on Design Based Learning in Engineering Education

Ethnic Minority Pupils in Indonesian Schools: Some Trends in Over-Representation of Minority Pupils in Special Educational Programmes at the Vocational

Ethnic Representation in Special Education

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