Why Are So Many Minority Students In... Understanding Race and Disability in Schools

ISBN-10: 080774624X
ISBN-13: 9780807746240
Edition: 2006
List price: $29.95 Buy it from $1.14 Rent it from $20.90
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Description: The authors examine the disproportionate placement of Black and Hispanic students in special education through the presentation of stories, representing the range of experiences that culturally and linguistically diverse students are apt to face in  More...

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Book details

List price: $29.95
Copyright year: 2006
Publisher: Teachers College Press, Teachers College, Columbia University
Binding: Paperback
Pages: 224
Size: 6.00" wide x 8.75" long x 0.75" tall
Weight: 0.924
Language: English

The authors examine the disproportionate placement of Black and Hispanic students in special education through the presentation of stories, representing the range of experiences that culturally and linguistically diverse students are apt to face in school.

Foreword
Preface
Acknowledgments
Overview: Ethnic Disproportionality in Special Education
Ethnic Disproportionality in Special Education Programs
Constructing Disabilities in Schools
Race and Disability: Parallel or Converging Discourses?
The Paradox of the IDEA
A Process Approach to Understanding Ethnic Disproportionality
The School District of Hyphenated Identities
Organization of the Book
Our Premise
School Structure: Institutional Bias and Individual Agency
School Leadership: Assignment of Principals to Schools
Teacher Quality: Hiring and Retaining Good Teachers
Discipline Policies
Scheduling and Interruptions: "We're the Ones Who Make Them Hyper!"
Conclusions
Cultural Consonance, Dissonance, and the Nuances of Racism
Racism as a Structural Issue
Documenting Behavior and Interpreting Racism
Perceived Racial Bias in Classroom Arrangements and Referrals
Ethnicity in Team Membership, Referrals, and Teaching Styles
Crossing the Bias Barriers
Conclusions
In the Classroom: Opportunity to Learn
Contrasting Schools: Inequity in Opportunities to Learn
Contrasting Classrooms: Students' Variable Behavior Across Settings
Conclusions
The Construction of Family Identity: Stereotypes and Cultural Capital
School Voices: "It Comes from the Home"
Home Voices: "Doing the Best I Can"
Stereotypes, Cultural Capital, and "Risk"
Conclusions
At the Conference Table: The Discourse of Identity Construction
The Rational Model
Placement Patterns Across Schools
The Culture of Referral
Guidelines for Referrals
The Teacher as Initiator; High and Low Referrers
Alternative Strategies
"Qualifying" for Special Education: A Rock or a Soft Place?
Conclusions
Bilingual Issues and the Referral Process
The Rational Model
Inadequate Assessment
Staff Confusion
Differentiating Between English-Language Acquisition and Learning Disabilities
Variable Referral Rates
Parents' Role in the Process
Conclusions
Constructing Educable Mental Retardation: Cracks and Redundancies
"Falling Between the Cracks"
Crossing the Border: From Delayed Development to Mental Retardation
Conclusions
Constructing Learning Disabilities: Redundancies and Discrepancies
Dilemmas of Definition and Assessment
Crossing the Border: From Low Academic Achievement to Learning Disability
Conclusions
Constructing Behavior Disorders: From Troubling to Troubled Behavior
Matthew
Kanita
Robert
Edith
Conclusions
Into Special Education: Exile or Solution?
Special Education Benefits: Ideal Versus Reality
Variable Quality in EH Programs
Restrictive Environments
Low Rate of Exit from Special Education Programs
Conclusions
Conclusion
Findings and Recommendations
In Conclusion: Attending to School-Based Risk
References
Index
About the Authors

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