scholarly journals Original article Perspectives regarding disproportionate representation of culturally and linguistically diverse students in high-incidence special education programs in the United States

2013 ◽  
Vol 1 ◽  
pp. 42-51
Author(s):  
Jolanta Jonak
Keyword(s):  
United States ◽  
Special Education ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Disproportionate Representation ◽  
Diverse Students ◽  
Education Programs ◽  
Linguistically Diverse Students ◽  
High Incidence

scholarly journals Meeting The Need For Special Education Teachers For Culturally Linguistically Diverse Students With Disabilities

2010 ◽  
Vol 7 (10) ◽  
Author(s):  
Patricia Peterson ◽  
Stephen Showalter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
And Training

This paper describes why special education teachers are needed to meet the needs of the increasing number of culturally and linguistically diverse students with disabilities in the United States.  The paper presents innovative approaches to recruiting and training culturally responsive special education teachers.

scholarly journals Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

2005 ◽  
Vol 13 ◽  
pp. 38 ◽  
Author(s):  
Janette K. Klingner ◽  
Alfredo J. Artiles ◽  
Elizabeth Kozleski ◽  
Beth Harry ◽  
Shelley Zion ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Federal State ◽  
Disproportionate Representation ◽  
Educational Systems ◽  
Diverse Students ◽  
Linguistically Diverse Students

In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based interventions and strategic improvements in practice and policy to improve students’ educational opportunities in general education and reduce inappropriate referrals to and placement in special education. We envision this work as cutting across three interrelated domains: policies, practices, and people. Policies include those guidelines enacted at federal, state, district, and school levels that influence funding, resource allocation, accountability, and other key aspects of schooling. We use the notion of practice in two ways, in the instrumental sense of daily practices that all cultural beings engage in to navigate and survive their worlds, and also in a technical sense to describe the procedures and strategies devised for the purpose of maximizing students’ learning outcomes. People include all those in the broad educational system: administrators, teacher educators, teachers, community members, families, and the children whose opportunities we wish to improve.

Wading Through Quicksand: Making Sense of Minority Disproportionality in Identification of Emotional Disturbance

2017 ◽  
Vol 43 (1) ◽  
pp. 244-252 ◽  
Author(s):  
Amanda L. Sullivan
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
Making Sense ◽  
Research Findings

The debate surrounding disproportionality in the identification of culturally and linguistically diverse students for special education, and in the category of emotional disturbance in particular, remains highly contentious, particularly as scholars grapple with the meaning and causes of disproportionality. In this article, I discuss assumptions underpinning this line of scholarship and implications for the meaning we make of research findings related to disparities in special education and students’ needs. Efforts to understand and address inequity must be juxtaposed with the imprecise, and at times inscrutable, conceptual, psychometric, procedural, and causal issues surrounding identification and potential disproportionality, even while maintaining a fundamental desire to benefit students.

scholarly journals Critical Entanglement: Research on Culturally and Linguistically Diverse Parental Involvement in Special Education 2000-2010

2014 ◽  
Vol 23 (1) ◽  
Author(s):  
Cam Cobb
Keyword(s):  
United States ◽  
Special Education ◽  
Parental Involvement ◽  
Cultural Capital ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse

If parental involvement in a child’s education is generally viewed in positive terms, then it is important to understand what sorts of barriers might hinder it. This article reviews literature on culturally and linguistically diverse parental in-volvement in special education in the United States and Canada. In analyzing 20 articles published in eight prominent journals between 2000 and 2010, the author considers what research has to say about what influences culturally and linguisti-cally diverse parental involvement. Applying the lens of social-cultural capital led the author to examine three core themes in the literature, namely perceptions, people, and systems. Because these three themes interlock so tightly, the author devised the overarching metaphor of critical entanglement, which is vital to the process of recognizing and addressing barriers that culturally and linguistically diverse parents potentially face. Implications for research are discussed in the recommendation and conclusion segments of this article.

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