The Disproportionate Representation of Minority Students in Special Education

Valles, Eugene C.

doi:10.1177/002246699803200110

Cited by 19 publications

(13 citation statements)

References 6 publications

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“…As some schools acquire increasingly larger Hispanic populations, there will be a need to study these unique environments. Valles (1998) cau-tioned that as the number of children from diverse backgrounds increases in public schools, exceptional education should be prepared to serve them.…”

Section: Resultsmentioning

confidence: 99%

Comparing the Self-Concept of Students With and Without Learning Disabilities

Gans¹,

2003

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This study compared self-concept in 50 middle school children with learning disabilities (LD) and 70 of their peers without LD. The students, primarily Hispanic, completed the Piers-Harris Children's Self-Concept Scale, and each obtained a score in six subdomains. Differences were found between the groups on the Intellectual and School Status and Behavior subscales, with students without LD scoring higher on both scales. There was no difference between groups on global self-concept. The limitations of this study are identified, and directions for future research are provided.

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Section: Resultsmentioning

confidence: 99%

Comparing the Self-Concept of Students With and Without Learning Disabilities

Gans¹,

2003

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“…Brought to you by | Universitaet Giessen Authenticated Download Date | 5/31/15 2:51 PM Valles (1998) identified certain considerations that special educators of pre-service teachers should take into account. With this information, it can train teachers to become sensitive to others' needs.…”

Section: Resultsmentioning

confidence: 99%

“…Bynoe (1998) also recognized "the disproportionate representation of children of color in special and gifted education" (p. 37). Valles (1998) stated that diversity in students can be seen culturally, linguistically, and economically. Smart (1997) agreed that diversity is seen over many areas.…”

Section: Data Collection/expansion Of Research and Development Basementioning

confidence: 99%

The Misrepresentation of Culturally and Linguistically Diverse Students in Special Education

Grant¹,

Barger-Anderson²

2009

Multicultural Learning and Teaching

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Young, Wright, and Laster (2005) stated that since the Brown v. Board of Topeka, Kansas decision, gaps in educational achievement have been a recognized problem across the United States. Particularly, differences in achievement levels for elementary and secondary African American students have remained. Daniels (1998) stated that students who are culturally and linguistically diverse have always been challenged with inequality in our system of education. This article examines the critical issues resulting in the misrepresentation of culturally and linguistically diverse students in special education classes in Americas schools.

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“…Special education service utilization is theoretically available to all school-age children and referrals for those services are more likely to be made by school personnel than by families. Therefore, special education services also provide a useful analog to police service utilization Serna, Forness, and Nielson (1998) and Valles (1998) used a qualitative evaluation of disproportionate minority representation in special education. Both studies take the disproportionate participation rates for minorities as a given and discuss how bilingual classes and social competence, resiliency, and self-determined skill instruction can be used to assist special education students.…”

Section: Disproportionate Utilization Of Social Services By Minoritiesmentioning

confidence: 99%

Why’s Everybody Always Pickin’ on me? A New Look at Police/Minority Contact

Werling¹

2013

Int. J. Criminol. Sociol.

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Presently there are two explanations for disproportionate minority/police contact: racism and a belief that minorities commit most crimes and there is a need to focus on those communities. This article examines a third possibility that focuses on policing as a social service and minority use of social services in our society. The research examines policing as a social service and compares minority use of other social services with their use of police services. The research also looks at pulling of police into neighborhoods by measuring calls-for-service in various communities; it examines police resource allocation which, as the research indicates, is significantly based on these calls-for-service; and compares minority use of police services with minority utilization of other social services. The research supports the premise that disproportionate minority contact by police is a social phenomenon that is similar to minority over-utilization of other social services.

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The Disproportionate Representation of Minority Students in Special Education

Cited by 19 publications

References 6 publications

Comparing the Self-Concept of Students With and Without Learning Disabilities

Comparing the Self-Concept of Students With and Without Learning Disabilities

The Misrepresentation of Culturally and Linguistically Diverse Students in Special Education

Why’s Everybody Always Pickin’ on me? A New Look at Police/Minority Contact

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