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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ566285
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4669
Rethinking and Retooling Teacher Preparation To Prevent Perpetual Failure by Our Children.
Bynoe, Pauline F.
Journal of Special Education, v32 n1 p37-40 Spr 1998
The disproportionate representation of children of color in special and gifted education can be conceptualized through an a-b-c analysis: antecedent, behavior, and consequence. The focus for remedies should be shifted from antecedent conditions and the resulting behaviors to the consequences that perpetuate disproportionate representation. Educators and policymakers should examine student demography and reconfigure preservice and inservice training. (Author/DB)
Descriptors: Disabilities, Disability Identification, Disproportionate Representation, Elementary Secondary Education, Gifted, Inservice Teacher Education, Minority Groups, Models, Preservice Teacher Education, School Demography, Special Education, Student Placement, Teacher Education
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special Section: Disproportional Representation of Minority Students in Special Education.