How Black Boys with Disabilities End up in Honors Classes while Others without Disabilities End up in Special Education

Autor/in	Toldson, Ivory A.
Titel	How Black Boys with Disabilities End up in Honors Classes while Others without Disabilities End up in Special Education
Quelle	In: Journal of Negro Education, 80 (2011) 4, S.439-443 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Stellungnahme; Honors Curriculum; Dropout Prevention; Disabilities; Gender Differences; Longitudinal Studies; Special Education; Dropouts; Males; African American Students; White Students; Hispanic American Students + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	For the data presented in this report, the author analyzed 17,587 Black, Hispanic, and White male and female students (Black males; N = 1,149) who completed the High School Longitudinal Study of 2009 (Ingels et al., 2011). This is a brief report from a larger study completed under the auspices of the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) for the United States Department of Education, Office of Special Education Programs (OSEP). It discusses how Black males with disabilities end up in honors classes while others without disabilities end up in special education, and may help educators gain a better understanding of an enduring problem, as well as reveal hidden solutions, for optimizing education among school-aged Black males. (Contains 2 tables and 1 figure.) (ERIC).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10