ERIC Number: ED410736
Record Type: RIE
Publication Date: 1997
Reducing Disproportionate Representation of Culturally Diverse Students in Special and Gifted Education.
Artiles, Alfredo J., Ed.; Zamora-Duran, Grace, Ed.
This book discusses the disproportionate representation of students from minority backgrounds in special education and gifted classes, and presents strategies that practitioners can use to better address the educational needs of all students. Chapter 1, "Disproportionate Representation: A Contentious and Unresolved Predicament" (Alfredo J. Artiles and Grace Zamora-Duran), provides an outline of the problem of student placement, disproportionate representation, and misclassification. Chapter 2, "Changing the Context of Assessment: The Move to Portfolios and Authentic Assessment" (Robert Rueda), criticizes traditional standardized assessment approaches that disregard students' prior knowledge and cultural differences and proposes the use of performance assessment approaches. In chapter 3, "When Behavior Differences Are Not Disorders" (Sharon R. Ishii-Jordan), the cultural influences on student behavior are discussed as well as the need for educators to be aware of the role of cultural meaning underlying human behavior. Chapter 4, "From Tests To Talking in the Classroom: Assessing Communicative Competence" (Grace Zamora-Duran and Elba I. Reyes), presents guidelines for educators to use to assess students' language proficiency in order to decide whether a more comprehensive assessment or a prereferral intervention is needed; (5) "Disproportionate Representation in Gifted Programs: Best Practices for Meeting This Challenge" (James M. Patton), discusses the under representation of children from minority backgrounds in gifted education and presents alternative assessment procedures. The final chapter, "Disproportionate Representation: Current Issues and Future Directions" (Grace Zamora-Duran and Alfredo J. Artiles), provides a summary of recommended practices to address the problem of disproportionate representation. (Each chapter includes references.) (CR)
Descriptors: Access to Education, Classroom Communication, Cultural Differences, Cultural Influences, Disabilities, Disability Identification, Disproportionate Representation, Elementary Secondary Education, Evaluation Methods, Gifted, Interpersonal Communication, Minority Group Children, Performance Based Assessment, Portfolio Assessment, Special Education, Student Behavior, Student Evaluation, Student Placement, Talent Identification
Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589 ($26.95).
Publication Type: Books; Collected Works - General; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Council for Exceptional Children, Reston, VA.
Grant or Contract Numbers: N/A