Presentaton to the American Speech Hearing Language Ass.ppt
Presentation to the American Speech Hearing Language Association November 13, 2003 Preventing Overrepresentation of Culturally/Linguistically Diverse Students Harry N. Seymour & Thomas Roeper University of Massachusetts Amherst, MA Jill & Peter de Villiers Smith College, Northampton, MA
Research supported by NIH contract N01-DC-8-2104 *webpage: Individuals with Disabilities Education Act (IDEA) Prior to Education for All Handicapped Children Act (1975) About half of children with disabilities (2 million) were not receiving a public education With Individuals with Disabilities Education Act (1997) About 6 million children with disabilities are now in public education Graduation rates have increased dramatically Students who go on to college has almost tripled since 1978. The benefits of IDEA have not been equitably distributed Minority children with disabilities, particularly African American, experience: less adequate services low-quality curriculum and instruction, and segregation from non-disabled peers. disproportional representation in Special Ed All is not equal African American Disproportionality Over-representation % of general population % of special education African American children are the most overrepresented in every special ed category and in nearly every state (Parish, 2002) Under-representation Obvious but numbers are unclear The Educational Dilemma General education impacts special education Overrepresentation in special education often mirrors overrepresentation in many undesirable categories--- dropping out, low-track placements, suspensions, and involvement with juvenile justice. African American children are under-represented in desirable categories---such as gifted and talented. (Office of Civil Rights 1998) Consequences of Overrepresentation Students are mislabeled Students fail to receive services Scarce resources are mis-directed For some, receiving inappropriate services may be more harmful than recei
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