ERIC Number: ED396473
Record Type: RIE
Publication Date: 1996-May-20
Reference Count: 0
Strategies That Address the Disproportionate Number of Students from Racial/Ethnic Minority Groups Receiving Special Education Services: Case Studies of Selected States and School Districts. Final Report.
This final report describes strategies identified from interviews with educators in eight school districts in three states (Arkansas, New Mexico, and Pennsylvania) concerning the disproportionate number of students from racial/ethnic minority groups receiving special education services. The first section describes the methodology of the case study examination. Sections 2 and 3 present the three state case studies and the eight school district reports, followed by a section summarizing challenges faced by school districts when addressing disproportionality. The fifth section summarizes recurring themes across states and districts. These include: (1) the importance of having a school staff trained to work with racially/ethnically diverse students; (2) the need for on-going professional development in such areas as positive classroom management, identifying learning strengths, effective instructional practices for diverse learners, and nonbiased assessment; (3) the need for general and special educators to work together; (4) the importance of encouraging parent/family input at all educational levels; (5) the need for special education data to be disaggregated by race/ethnic group; and (6) the importance of school districts monitoring referral and evaluation/assessment processes and exploring ways to address disproportionality. Appended are ratings of state level initiatives, data collection guidelines, and plans from three of the school districts. (DB)
Descriptors: Case Studies, Change Strategies, Disabilities, Disability Identification, Disproportionate Representation, Educational Practices, Elementary Secondary Education, Ethnic Bias, Ethnic Groups, Incidence, Minority Groups, Racial Balance, Racial Bias, Special Education, State Programs, Student Evaluation, Student Placement
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Association of State Directors of Special Education, Alexandria, VA.
Identifiers: Arkansas; Diversity (Student); New Mexico; Pennsylvania
Note: Prepared by Project FORUM.