ERIC Number: ED524464
Record Type: Non-Journal
Publication Date: 2006-Dec
Abstractor: As Provided
Reference Count: 24
The Overrepresentation of African Americans in Special Education Programs: A Literature Review
Jackson, Clarence H.; Wilson, Carolyn H.
Opportunities to interact with their school-aged peers gives young people an avenue for learning the social skills necessary to build healthy relationships, to interact at an acceptable level in a group structure and respect for the individual differences of others around them. These skills take on a greater importance after high school due to their value as important "soft skills" related to workplace success. The purpose of this study is to examine the inclusion of physically disabled youth in regular education programs with their non-disabled peers. According to The National Longitudinal Study (Wagner & Shaver, 1989) substantial numbers of students with disabilities are unemployed, live at home, and have fewer friends following their high school experience. Where 56% of all students participate in post-secondary education programs, only 15% of students with disabilities participate (Wagner 1989). The conundrum for regular education teachers is how to successfully teach the disabled student and ensure that he/she is a successful member of a diversified classroom environment. In the 1989 Lou Harris survey, A Report Card on Special Education, the conclusion was made that "the majority of both principals and teachers have not had adequate training in special education, and many are not very confident in making decisions concerning handicapped children." For parents, teachers and administrators the challenges of successfully including physically disabled youth in the regular classroom are many. The fears of regular classroom teachers concerning their limited training in special education, the lack of curriculum content expertise of special education teachers, as well as the variance in schools physical accessibility are but a few. The IDEA Amendments of 1997 contain "requirements that will strengthen progress toward inclusionary practices" (Moore & Gilbert, 1998, p. 9). Every effort possible to successfully include the physically disabled youth in the regular classroom is necessary to meet the requirements of federal mandates.
Descriptors: Regular and Special Education Relationship, Special Education, Literature Reviews, Disproportionate Representation, Physical Disabilities, Inclusion, Social Psychology, African American Education, African American Students, Court Litigation, Federal Legislation, Federal Programs, Educational Policy, Change Strategies, Educational Change, Teacher Competencies, Educational Practices, Performance Factors, Accessibility (for Disabled)
Publication Type: Information Analyses; Reports - Research
Education Level: Elementary Secondary Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Amendments 1997