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