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ERIC Number: ED505997
Record Type: Non-Journal
Publication Date: 2009-Jun
Pages: 24
Abstractor: As Provided
Reference Count: 14
Disproportionate Representation of Minorities in Special Education--How Bad?
Gentry, Ruben
Online Submission, Paper presented at the Annual Jane H. LeBlanc Conference in Communication Disorders (3rd, State University, AR, Jun 4-5, 2009)
Appropriate special education is unquestionably beneficial for children with "real" disabilities. It offers them an individualized education plan to help develop their potential. But special education for children without specific disabilities, as more often the case of minorities, is unjustifiable. For the latter children, special education is inappropriate and carries stigmatizing labels that negatively affect their self-esteem and achievement in school and later life. This paper addresses the long-term, unresolved, and seemingly unmanageable issue in the education of children with disabilities--disproportionate representation of minorities in special education. Attention is focused on the facts, affects, and efforts of resolve for the condition. With results to date that seem unchanged; the merit of efforts not fully explored is discussed. One initiative for further exploration would be to make special education the enviable disciple that it is capable of becoming--regular education plus special education. With this, special education for persons with disabilities would be more than good (compared to regular education), it would be bad! (regular education plus special accommodating education). Finally, implications are made from the perspective, if special education were indeed special, how bad would overrepresentation of minorities be? (Contains 2 tables.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act