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ERIC Number: ED540062
Record Type: Non-Journal
Publication Date: 2012
Pages: 21
Abstractor: As Provided
Reference Count: 39
ISBN: ISBN-978-1-7805-2504-4
ISSN: ISSN-0270-4013
Placement of Culturally and Linguistically Diverse Students in Programs for Students with Emotional and Behavioral Disorders: Contemporary Trends and Research Needs
Artiles, Alfredo J.; Bal, Aydin; Trent, Stanley C.; Thorius, Kathleen King
Advances in Special Education (MS)
Little research has been conducted regarding the disproportionate representation of minority learners in programs for students with Emotional/Behavioral Disorders (E/BD). To date, the majority of the disproportionality literature examines multiple eligibility categories, most frequently the high incidence disabilities of Mild Intellectual Disabilities, E/BD, and Learning Disabilities. This chapter narrows analytical attention to a single category to add specificity and depth to disproportionality knowledge through a review of the E/BD literature between 2000 and 2010. Of the 16 studies reviewed, we found 11 socio-demographic, quantitative studies that analyzed E/BD special education placement patterns or office discipline referrals for students with E/BD. Two quantitative studies explored ecological conceptualizations of behavioral problems to understand interactions between institutions' special education eligibility processes, and socio-cultural and spatial contexts of schools. Finally, we located three studies that targeted families' perceptions of student behavior, and professionals' biases related to disproportionality. We conclude with reflections about what the current literature suggests as necessary for the next generation of research on this important topic. (Contains 1 figure, 1 table, and 1 note.) [Funding for this paper was provided by the Equity Alliance at ASU. For complete volume, see ED540057.]
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Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A