A Situated Analysis of Special Education Disproportionality for Systemic Transformation in an Urban School District

Autor/inn/en	Bal, Aydin; Sullivan, Amanda L.; Harper, John
Titel	A Situated Analysis of Special Education Disproportionality for Systemic Transformation in an Urban School District
Quelle	In: Remedial and Special Education, 35 (2014) 1, S.3-14 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932513507754
Schlagwörter	Educational Change; Disproportionate Representation; Special Education; Cultural Differences; English (Second Language); Second Language Learning; Urban Schools; School Districts; Risk; Identification; Cultural Context; Instructional Leadership; Low Income; Males; At Risk Persons; African American Students; American Indian Students; Case Studies; Mixed Methods Research; Participant Observation; Wisconsin + Suchen Sie Ihr Suchwort? Bildungsreform; Special needs education; Sonderpädagogik; Sonderschulwesen; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Risiko; Identifikation; Identifizierung; Instruction; Leadership; Bildung; Erziehung; Führung; Niedriglohn; Male; Männliches Geschlecht; Risikogruppe; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung
Abstract	The disproportionate representation of students from culturally and linguistically diverse backgrounds in special education programs is a complex issue that has long troubled practitioners, educational leaders, and researchers. This article reports on a mixed-method collaborative case analysis that examined local patterns of disproportionality in an urban school district and the district's systemic transformation effort to address disproportionality. In a close collaboration with the district's special education leadership team, we utilized student-level quantitative data from 2006 through 2010 to examine temporal patterns of disproportionality along with qualitative data on the leadership team's perceptions and actions. Our analyses showed that risk of overidentification was greatest for African American, American Indian, low-income, and male students. The study illustrates a method of collaborative analysis and the importance of such analyses for understanding and addressing variously localized patterns of disproportionality. The findings contribute to the literature on disproportionality and inform systemic change efforts in diverse sociocultural contexts of urban school districts. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10