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ERIC Number: ED374637
Record Type: Non-Journal
Publication Date: 1994-Aug-1
Pages: 92
Abstractor: N/A
Reference Count: N/A
The Disproportionate Representation of Minority Students in Special Education: Theories and Recommendations. Project FORUM. Final Report.
Harry, Beth
This reports offers a synthesis of the current knowledge and theoretical positions concerning the disproportionate representation of minorities in special education. It is divided into five broad sections: (1) an introduction which clarifies the terminology and purpose of the report; (2) an overview of the position of minority students in the nation's education system; (3) a description of the pervasiveness and patterns of disproportionate placement, including an analysis of data from the Office for Civil Rights and the National Longitudinal Transition Study of Special Education Students; (4) an outline and discussion of the various explanations or interpretations that have been offered for this phenomenon (including characteristics of the students, biases in the assessment process, and characteristics of students' homes and communities); and (5) recommendations. The report finds no single reason for disproportionate representation but does find that continuing educational and social inequities combine to place poor minority students at particular disadvantage. Recommendations address: the collection and use of data on disproportionate representation; disbanding the classification system; restructuring for a unified system of special and regular education; restructuring for prevention of failure and the redress of disadvantage; assessment in context, for the purpose of modifying and improving services; curriculum and instruction in context; grouping students in schools; and schools as community resources. Contains 198 references. (DB)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Innovation and Development.
Authoring Institution: National Association of State Directors of Special Education, Alexandria, VA.
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students