Literaturnachweis - Detailanzeige
| Autor/inn/en | Wold, Cheryl; Neville, Alan; Monaghan-Geernaert, Pamela |
|---|---|
| Titel | The Numbers Don't Lie -- Or Do They? Small Sample Size Hides Lived Reality of Representation of Native American Students in Special Education |
| Quelle | In: Journal of the American Academy of Special Education Professionals, (2023), S.162-176 (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Sample Size; Disproportionate Representation; Student Experience; American Indian Students; Special Education; Identification; Values; Cultural Influences |
| Abstract | Native American students appear to be overrepresented in the special education population of PreK-12 schools. In 2021, the National Center for Education Statistics (NCES) reported that a higher percentage of American Indian/Alaska Native children were served by the Individuals with Disabilities Education Act (IDEA) than children in any other racial/ethnic group. In this study, the researchers surveyed and interviewed teachers and administrators in schools with high Native American student populations. They analyzed the survey results and anecdotal observations and examined the relationships among the IDEA Special Education Indicator Reports, the provision of special education services, and Native American values and contextual factors. According to this State's Special Education Report Cards, almost without exception, schools with a high American Indian enrollment had much higher Child Count percentages. For example, it appeared that the State average for Child Count is 14.67%. However, in several schools with high Native American enrollment, the Child Count percentages were 20.75, 21.2, 21.17, 25.07, and 27.14. (As Provided). |
| Anmerkungen | American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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