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ERIC Number: ED406810
Record Type: RIE
Publication Date: 1997-Mar-14
Pages: 115
Abstractor: N/A
Reference Count: N/A
Addressing the Disproportionate Representation of Students from Racial and Ethnic Minority Groups in Special Education: A Resource Document.
Markowitz, Joy; And Others
This report is designed to facilitate efforts to develop and implement equitable educational policies and procedures, and remedy discriminatory practices that lead to disproportionate representation of students from racial and ethnic minority groups in special education. It aims to enable technical assistance providers to provide more effective assistance and guidance to state and local education personnel in addressing disproportionate representation. Part 1 is a compilation of approaches that have the potential for effectively preventing and correcting disproportionate representation. These approaches emphasize the need to: (1) make available a strong academic program that fosters success for all students in both general and special education; (2) develop methods for preventing students from experiencing academic or behavioral difficulties, identifying difficulties early, and problem solving when difficulties arise; (3) implement effective and appropriate special education policies and procedures for referral, assessment, eligibility, classification, placement, and re-evaluation; (4) increase the involvement of parents' families and the community in the education of their children; and (5) use a variety of community resources to enrich and expand effective educational programs, including the recruitment of teachers from culturally and linguistically diverse backgrounds. Part 2 is an annotated bibliography of print resources. Part 3 is a list of individuals who are knowledgeable about the presented topic areas. (Contains 145 references.) (Author/CR)
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Association of State Directors of Special Education, Alexandria, VA.
Note: Prepared by Project FORUM.