Addressing Disproportionality in Special Education Using a Universal Screening Approach

Q2 Social Sciences
B. Dever, T. Raines, E. Dowdy, Cody A. Hostutler
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引用次数: 39

Abstract

Abstract:Current research places an emphasis on outcomes, rather than the processes, that lead to disproportionality in special education. In most instances, referrals for special education are based on teacher perception, rather than data. Using a norm-referenced self-report instrument to assess behavioral and emotional risk, this study compared those identified as at-risk by the instrument to those presently receiving special education services within a nationally representative sample of 4946 children. The results indicated demographics including gender, race, and socioeconomic status were more predictive of special education status than self-report of risk. These findings suggest that a data-driven approach to inform referral for special education may contribute to efforts to reduce the disproportionate placement of students of color and males in special education.
使用普遍筛查方法解决特殊教育中的不均衡现象
摘要:目前的研究重点是结果,而不是过程,导致特殊教育中的不均衡。在大多数情况下,特殊教育的转介是基于教师的看法,而不是数据。本研究使用标准参考自我报告工具来评估行为和情感风险,将4946名全国代表性儿童样本中被该工具确定为有风险的儿童与目前接受特殊教育服务的儿童进行比较。结果表明,包括性别、种族和社会经济地位在内的人口统计数据比自我报告的风险更能预测特殊教育状况。这些发现表明,以数据为导向的方法为特殊教育的转诊提供信息,可能有助于减少有色人种和男性学生在特殊教育中的比例失调。
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来源期刊
The Journal of Negro Education
The Journal of Negro Education Social Sciences-Anthropology
CiteScore
1.20
自引率
0.00%
发文量
0
期刊介绍: The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.
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