Latino Students and Disproportionality in Special Education. Education Policy Brief. Volume 6, Number 2, Winter 2008

Autor/inn/en	Perez, Becky; Skiba, Russell J.; Chung, Choong-Geun
Institution	Indiana Univ., Bloomington. Indiana Center for Evaluation.
Titel	Latino Students and Disproportionality in Special Education. Education Policy Brief. Volume 6, Number 2, Winter 2008
Quelle	(2008), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disproportionate Representation; Special Education; Hispanic American Students; Minority Group Children; High Risk Students; Access to Education; Mainstreaming; Racial Discrimination; Disabilities; Place of Residence; English (Second Language) + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Problemschüler; Education; Access; Bildung; Zugang; Bildungszugang; Racial bias; Rassismus; Handicap; Behinderung; Wohnort; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Ethnic minority student disproportionality in special education has been a national concern for several decades. Since the issue was first documented, evidence of disproportionality has been found at the national, state and district levels. The purpose of this briefing paper is to examine the representation of Latino students in special education. Data from both the national level and Indiana indicate that Latino students are in general under-represented in special education, primarily in Southeastern and Midwestern states, including Indiana. Similar to African American peers, Latino students have a higher risk of being placed in a more restrictive educational setting once identified for special education services. Efforts to increase time in the general education setting will prove to be an area of focus to ensure Latino students served in special education have access to least restrictive environments. Explanations for patterns of under-representation and the implications of these findings are still emerging and, based on the academic under-performance of Latino students, further investigation is recommended. (Contains 3 endnotes, 1 figure, and 4 tables.) [This policy brief was produced by the Center for Evaluation & Education Policy.] (ERIC).
Anmerkungen	Center for Evaluation and Education Policy. 509 East Third Street, Bloomington, IN 47401-3654. Tel: 800-511-6575; Tel: 812-855-4438; Fax: 812-856-5890; e-mail: ceep@indiana.edu; Web site: http://www.ceep.indiana.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10