Chapter 5 Placement of Culturally and Linguistically Diverse Students in Programs for Students with Emotional and Behavioral Disorders: Contemporary Trends and Research Needs

Artiles, Alfredo J.; Bal, Aydın; Trent, Stanley C.; Thorius, Kathleen King

doi:10.1108/s0270-4013(2012)0000022008

Cited by 4 publications

(2 citation statements)

References 26 publications

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“…Research at the national level indicates that African American students are overrepresented in the EBD category (Donovan & Cross, 2002), while Latino and Asian American students are typically underrepresented (Fierros & Conroy, 2002;Parish, 2002). However, patterns of underrepresentation at the national level are likely to mask patterns at the state, district, and school levels as well as differences across grade levels (Artiles et al, 2012;Osher et al, 2004).…”

Section: Disproportionality and Ebdmentioning

confidence: 99%

“…In contrast, a paucity of research has specifically examined disproportionality of English learners with emotional and/or behav-ioral disorders (EBD; Artiles, Bal, Trent, & Thorius, 2012). Although English learners currently represent approximately 21% of all students in U.S. schools (Aud et al, 2010), little is known about their representation in the EBD category.…”

mentioning

confidence: 99%

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Disproportionality of English Learners with Emotional and/or Behavioral Disorders: A Comparative Meta-Analysis with English Learners with Learning Disabilities

Gage¹,

Gersten

Sugai³

et al. 2013

Behavioral Disorders

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Disproportionate representation of English learners in special education has been a longstanding and ongoing concern. However, research examining disproportionate representation of English learners receiving special education services for emotional and/or behavioral disorders (EBD) has been limited. To address this gap, a meta-analysis of disproportionate representation of English learners in the EBD category was conducted and the results were compared with same sample results for students receiving special education services for learning disabilities (LD). Based on five studies, the results of the meta-analysis indicate that English learners are disproportionately underrepresented in the EBD category generally and when compared with students in the LD category. Differences in odds ratios were found across educational contexts (i.e., school-level, district-level, state-level, and nationally), indicating different patterns of representation. Implications and potential reasons for disproportionality are discussed.

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Section: Disproportionality and Ebdmentioning

confidence: 99%

mentioning

confidence: 99%