Voices beyond the numbers: a systematic review of qualitative studies of disproportionality in special education

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-08-02 DOI:10.1080/1045988X.2022.2101422

B. Barrio, S. Ferguson, Katelyn Hovey, Peter Boedeker, Benita Kluttz-Drye

引用次数: 0

Abstract

Abstract Researchers in the field of special education has voiced concerns about the disproportionality of diverse students identified for special education services for decades. However, most of the recent research has focused on showing this issue using quantitative data. The voices beyond the numbers are imperative in better understanding this decades long phenomenon. Unfortunately, these voices are rarely present within the context of disproportionality in special education. The present study reports a systematic review of qualitative articles to highlight findings in the literature to contextualize current quantitative data and provide a more representative picture of the phenomenon in the U.S. Results show the over and underrepresentation of students of color in special education according to the voices of educators, family members, and others supporting these students.

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数字之外的声音:对特殊教育中不成比例的定性研究的系统回顾

摘要几十年来，特殊教育领域的研究人员对接受特殊教育服务的不同学生比例失调表示担忧。然而，最近的大多数研究都集中在使用定量数据来显示这个问题上。数字之外的声音对于更好地理解这一长达数十年的现象至关重要。不幸的是，在特殊教育比例失调的背景下，这些声音很少出现。本研究报告了对定性文章的系统回顾，以突出文献中的发现，将当前的定量数据置于背景中，并提供美国这一现象的更具代表性的图片。结果显示，根据教育工作者、家庭成员、，以及其他支持这些学生的人。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.