ERIC Number: EJ887246
Record Type: Journal
Publication Date: 2002-Aug
Abstractor: As Provided
Reference Count: 54
Educational Reform and Accountability: Implications for African Americans with Exceptionalities
Obiakor, Festus E.; Ford, Bridgie A.
Multiple Voices for Ethnically Diverse Exceptional Learners, v5 n1 p83-93 Aug 2002
Reform and accountability are imperative for programmatic changes in general and special education. Understandably, any form of reform matters to students, parents, and other educational stakeholders. However, the question is not whether special education is a necessity; the questions continue to be, How "special" is special education for African American learners? Why are these learners consistently misidentified, misassessed, miscategorized, misplaced, and misinstructed? And, what can general and special educators do about these problems? In this article, we respond to these critical questions and suggest ways for making reform accountable for African American learners.
Descriptors: African Americans, Educational Change, Special Education Teachers, Accountability, Special Education, Disabilities, Learning, Intelligence Quotient, Tests, Models, Elementary Secondary Education, Public Schools, Academic Achievement
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: email@example.com; Web site: http://www.cec.sped.org/ddel
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A