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ERIC Number: ED415632
Record Type: Non-Journal
Publication Date: 1997-Oct
Pages: 144
Abstractor: N/A
Disproportionate Minority Representation in General and Special Education: Patterns, Issues, and Alternatives.
Reschly, Daniel J.
This monograph addresses issues concerned with the disproportionate representation of minority students, especially black students, in special education programs. It reviews the nondiscrimination legal requirements and protections as well as litigation in the federal courts. After a "warm-up exercise" in the form of a pre-test, an overview section reviews the history of disproportionate representation of minority students in special education. Part 2 discusses legal standards that require nondiscrimination in the assessment, classification, and placement of children with disabilities and reviews existing case law. Part 3 emphasizes the need to distinguish between different ways to analyze program representation statistics and notes that some of the problems of disproportionate minority representation arise from misunderstandings of these statistics. Part 4 reviews a variety of criteria and guidelines for analysis and decision-making. Part 5 looks at the prevention of disproportionate minority representation through court orders, reevaluation projects, the use of alternative criteria and assessment procedures, and prereferral intervention. Part 6 considers possible ways to change the acceptability and ensure the effectiveness of special education. Part 7, a summary, stresses that positive outcomes for students should be the ultimate criteria underlying nondiscrimination in assessment, placement, and services. Appendices provide guidelines for assessment and problem solving from Iowa and federal regulations. (Contains 122 references.) (DB)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Mountain Plains Regional Resource Center, Des Moines, IA.; Iowa State Dept. of Education, Des Moines. Bureau of Special Education.; Drake Univ., Des Moines, IA.
Grant or Contract Numbers: N/A
IES Cited: ED544770