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ERIC Number: ED469543
Record Type: Non-Journal
Publication Date: 2002
Pages: 496
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-309-07439-8
ISSN: N/A
Minority Students in Special and Gifted Education.
Donovan, M. Suzanne, Ed.; Cross, Christopher T., Ed.
This book discusses findings and recommendations of the Committee on Minority Representation in Special Education of the National Research Council. In chapter 1, the current study of the disproportion of minorities in special and gifted education is put into historical context. In chapter 2, an analysis of federal data on the representation of minority students in special and gifted programs during the past 3 decades is provided. Chapter 3 focuses on factors that contribute to variation in cognitive and behavioral function as they differ by race or ethnicity, and chapter 4 discusses early intervention programs to improve cognitive and behavioral outcomes of children at risk. Chapter 5 looks at general education and its role in the disproportionate placement of minority students in special and gifted education. Referral is examined in chapter 6, and the assessment process for disabilities and for gifted and talented programs is addressed in chapter 7. Chapter 8 examines major challenges to the existing system and offers recommendations for substantial reform. It concludes that more effective student referral and placement require more closely integrated assessment, intervention, and monitoring in general education. The last two chapters review literature on what works for special education and gifted students and summarizes recommendations. (Contains over 1,200 references.) (CR)
National Academies Press, 2101 Constitution Ave., NW, Lockbox 285, Washington, DC 20055 ($49.95). Tel: 800-624-6242 (Toll Free); Fax: 202-334-2793; Web site: http://www.nap.edu.
Publication Type: Books; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: Policymakers; Practitioners
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: National Academy of Sciences - National Research Council, Washington, DC.
IES Cited: ED504264; ED504995; ED560820