Addressing Disproportionality in Special Education Using a Universal Screening Approach

Autor/inn/en	Dever, Bridget V.; Raines, Tara C.; Dowdy, Erin; Hostutler, Cody
Titel	Addressing Disproportionality in Special Education Using a Universal Screening Approach
Quelle	In: Journal of Negro Education, 85 (2016) 1, S.59-71 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.85.1.0059
Schlagwörter	Disproportionate Representation; Special Education; Screening Tests; Comparative Analysis; At Risk Students; Minority Group Students; Males; Child Behavior; Rating Scales; Emotional Problems; Behavior Problems; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Screening-Verfahren; Male; Männliches Geschlecht; Rating-Skala
Abstract	Current research places an emphasis on outcomes, rather than the processes, that lead to disproportionality in special education. In most instances, referrals for special education are based on teacher perception, rather than data. Using a norm-referenced self-report instrument to assess behavioral and emotional risk, this study compared those identified as at-risk by the instrument to those presently receiving special education services within a nationally representative sample of 4946 children. The results indicated demographics including gender, race, and socioeconomic status were more predictive of special education status than self-report of risk. These findings suggest that a data-driven approach to inform referral for special education may contribute to efforts to reduce the disproportionate placement of students of color and males in special education. (As Provided).
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	2020/1/01