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ERIC Number: EJ750544
Record Type: Journal
Publication Date: 2006
Pages: 6
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0013-189X
Race, Class, and Disproportionality: Reevaluating the Relationship between Poverty and Special Education Placement
O'Connor, Carla; Fernandez, Sonia DeLuca
Educational Researcher, v35 n6 p6-11 Aug-Sep 2006
This article analyzes how a recent National Research Council report (2002) defined the impact of poverty in explaining the overrepresentation of minority students in special education. Echoing the perspective of mainstream special education literature, the report offered a latent theory of compromised development which indicated that minority students are more likely to be poor and that "being" poor heightens their exposure to risk factors that compromise human development and increase the need for special services. We elucidate how this theory oversimplifies the concept of "development" and consequently under analyzes how the culture and organization of schools situates minority youths as academically and behaviorally deficient and places them at risk for special education placement.
American Educational Research Association. 1230 17th Street NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A