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ERIC Number: EJ1161277
Record Type: Journal
Publication Date: 2017-Dec
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0033-3085
Addressing Inequity in Special Education: An Integrated Framework for Culturally Responsive Social Emotional Practice
Sciuchetti, Maria B.
Psychology in the Schools, v54 n10 p1245-1251 Dec 2017
Despite great strides toward equity and inclusion of all students, the disproportionate representation of students from culturally and linguistically diverse (CLD) backgrounds has been an issue of concern within the field of special education for decades. Of particular concern is the disproportionate representation of students from CLD backgrounds among students served within the category of emotional disturbance and students faced with exclusionary disciplinary decisions. This paper presents an overview of literature related to school- and teacher-based factors that contribute to these issues of disproportionality. It concludes with the recommendation for an integrated framework of culturally responsive practice and social emotional learning as an approach to target these factors.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A