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ERIC Number: EJ791336
Record Type: Journal
Publication Date: 2008
Pages: 5
Abstractor: ERIC
Reference Count: 20
ISSN: ISSN-1053-4512
Facilitating Transitions to College for Students with Disabilities from Culturally and Linguistically Diverse Backgrounds
Oesterreich, Heather A.; Knight, Michelle G.
Intervention in School and Clinic, v43 n5 p300-304 2008
The overrepresentation of working-class African American, Latino/Latina, and Native American students in special education has been well documented and the implications that are raised for identification and intake of students with disabilities have been the focus of special education reform for many years. Even as schools have worked to change how students are identified for special education, special educators continue to see a disproportionate number of working-class African American, Latino/Latina, and Native American students in their caseloads. Disproportionate representation is not a problem because something is inherently wrong with special education; however, placement in special education is linked to a number of negative issues including poor graduation rates, high drop-out rates, and limited access to postsecondary education opportunities. Specifically, the overrepresentation of working-class culturally and linguistically diverse students with disabilities in special education is coupled with an underrepresentation in college attendance. Recent research suggests that disability in combination with other characteristics (e.g., race and class) has a much more powerful effect on educational attainment than any one of these characteristics alone. This article examines how the intersection of race, class, and disability informs the responsibilities of special educators. A diverse set of practices needs to be used with working-class African American, Latino/Latina, and Native American students with disabilities to increase their social and cultural capital and support their prospective college-going identities. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A