scholarly journals Migration and ethnic group disproportionality in special education: an exploratory study

2009 ◽  
Vol 24 (5) ◽  
pp. 625-639 ◽  
Author(s):  
Susan L. Gabel ◽  
Svjetlana Curcic ◽  
Justin J.W. Powell ◽  
Khaled Khader ◽  
Lynn Albee
Keyword(s):  
Special Education ◽  
Ethnic Group ◽  
Exploratory Study

scholarly journals Roma in Special Education: Discriminating, Segregating, and Limiting Opportunities to Roma Students by Placing Them in Special Schools

2011 ◽  
Vol 9 (2) ◽  
pp. 175-194
Author(s):  
Maria Roth ◽  
Lorena Văetişi
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Special Education ◽  
Ethnic Group ◽  
Educational Practice ◽  
Research Data ◽  
School Education ◽  
Educational Practices ◽  
Special Schools ◽  
Technical High School

Abstract In social and educational practices, a number of ‘negative’ descriptive categories such as minority or disability determines inequalities and deepens the vulnerability of such groups. We focus on the Roma students enrolled in Special Education and analyse the mechanisms of (re)producing stereotypes and discrimination. We interpret qualitative research data, conducted in a technical high-school from Cluj-Napoca. Our study concludes that Roma schoolchildren enrolled in special education, whether or not really disabled are discriminated against (on behalf of an educational practice that reinforces the stigma of an inferior ethnic group, socio-culturally marginalized) and thus, their opportunities are severely limited, since their very youthful years, spent in school education.

Barriers to Providing Extended School Year Services to Students With Disabilities: An Exploratory Study of Special Education Directors

2018 ◽  
Vol 37 (4) ◽  
pp. 245-250 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens ◽  
Evelyn Valenzuela
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Exploratory Study ◽  
Financial Resources ◽  
Special Education Directors ◽  
Extended School Year ◽  
School Year ◽  
Qualified Personnel ◽  
Education Directors

The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer, determining eligibility for ESY services, compliance of parents, and limited financial resources to provide ESY services. Rural special education directors reported the barrier of difficulty in finding qualified personnel significantly more often than nonrural directors. Rural special education directors also reported significantly more barriers to providing ESY services in general.

An Exploratory Study of Reading in Urban and Suburban Middle Schools: Implications for At-Risk and Special Education Learners

2009 ◽  
Vol 42 (1) ◽  
pp. 42-71 ◽  
Author(s):  
Troy Mariage ◽  
Joyce Burgener ◽  
Kim Wolbers ◽  
Rebecca Shankland ◽  
Leah Wasburn-Moses ◽  
...  
Keyword(s):  
At Risk ◽  
Special Education ◽  
Middle Schools ◽  
Exploratory Study

Theorizing Racial Inequity in Special Education

2011 ◽  
Vol 46 (6) ◽  
pp. 1526-1552 ◽  
Author(s):  
Amanda L. Sullivan ◽  
Alfredo J. Artiles
Keyword(s):  
Special Education ◽  
Minority Students ◽  
Exploratory Study ◽  
Structural Features ◽  
Racial Minority ◽  
Disproportionate Representation ◽  
Racial Groups ◽  
Racial Minority Students ◽  
Educational Disability ◽  
Disability Categories

Despite decades of research examining the disproportionate representation of racial minority students in special education, our understanding of the complexity of disproportionality remains incomplete and much of the previous research was designed without a clear theoretical framework. This exploratory study applied a structural theoretical lens as a means of understanding racial inequity in special education across analytical scales, racial groups, and disability categories. The findings confirm differential risk of educational disability across racial groups. Based on the theory adopted, several hypotheses were tested regarding the relations of relative risk to district structural features, with conflicting results found.

The Role of a Graphic Representational Technique on the Mathematical Problem Solving Performance of Fourth Graders: An Exploratory Study

2001 ◽  
Vol 25 (1-2) ◽  
pp. 17-33 ◽  
Author(s):  
Asha Jitendra ◽  
Caroline M. DiPipi ◽  
Ed Grasso
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
Exploratory Study ◽  
Fourth Graders ◽  
Mathematical Problem ◽  
Strategy Instruction ◽  
Special Education Students ◽  
Learning Problems ◽  
Cooperative Groups ◽  
Education Students

The purpose of this within‐subject comparisons exploratory study was to examine the influence of a graphic representational strategy on the problem solving performance of fourth graders, including special education students with learning problems. We employed a preliminary design experiment, prior to conducting a formal experimental or quasi‐experimental study, to gain insights into factors that may inhibit or enhance implementation of the intervention, especially in the context of real world of classroom (Gersten, Baker, & Lloyd, 2000). Students received teacher‐led strategy instruction in problem solving using a whole group (8 to 9 students) format followed by guided practice in applying the strategy during cooperative groups. Results indicate that students’ word problem solving performance increased from the pretest to posttest on multiplication and division problems. In addition, some students were able to generalise the skill to untaught problems. Implications of the representational strategy for solving word problems by elementary students and special education students with learning problems are discussed.

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