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Articles 31 - 53 of 53
Full-Text Articles in Education
The Application Of The Specific Learning Disability Exclusionary Clause As Practiced By Virginia School Psychologists, Kaitlynn Carter
The Application Of The Specific Learning Disability Exclusionary Clause As Practiced By Virginia School Psychologists, Kaitlynn Carter
Educational Specialist, 2009-2019
When special education eligibility is being determined under Specific Learning Disability, the exclusionary clause needs to be carefully considered. The current study was concerned with the exclusions of cultural factors, environmental or economic disadvantage, and limited English proficiency. The study used a semi-structured interview to explore when and how the exclusionary clause is considered by school psychologists in Virginia and what type of impact it has on eligibility decisions. Ten school psychologists were contacted via the email database of the Virginia Department of Education and completed a phone interview. Grounded theory was used to investigate the themes and ideas regarding …
School To Prison Pipeline Unmasked: Review Of How The School To Prison Pipeline Reinforces Disproportionality In Mass Incarceration, Akeem A. Barnes
School To Prison Pipeline Unmasked: Review Of How The School To Prison Pipeline Reinforces Disproportionality In Mass Incarceration, Akeem A. Barnes
Dissertations, Theses, and Capstone Projects
Strict law and order policies, due to the War on Drugs, enacted in the 1970's have led to the mass incarceration that continues to plague communities of color. Simultaneously, zero tolerance policies in the nation’s schools have helped to fuel the mass incarceration of people of color by ensuring that students of color are disproportionately disciplined via suspended or expelled, criminalized, and eventually funneled into prison. This paper analyzes how the School to Prison Pipeline reinforces the disproportionate incarceration of people of color by targeting students of color. It identifies the rise and implementation of zero tolerance policies in the …
Poverty And Special Education: Disproportionality And Unmet Student Needs, Andrea Crystal Lahti
Poverty And Special Education: Disproportionality And Unmet Student Needs, Andrea Crystal Lahti
All Electronic Theses and Dissertations
In recent years, policy concerns have regarded over-representation of minority students in special education as a problem in schools across the United States. While over-representation may be an issue for some racial groups, there is a lurking problem of inequality in the accessibility of education for certain students. The literature reviews various topics related to the impact poverty can have on learning trajectories including intersecting racial inequalities and disproportionality in special education, successful interventions in high-poverty schools, and limits to accessing special education services. The literature highlights the potentially unmet needs of students living in poverty of varying racial and …
Underrepresenting Disproportionality : An Interdisciplinary Bibliographic Content Analysis, Stacy B. Fooce
Underrepresenting Disproportionality : An Interdisciplinary Bibliographic Content Analysis, Stacy B. Fooce
Theses, Dissertations and Capstones
Students of color and those with disabilities have been disproportionally identified, placed, and disciplined in education. As a result, IDEA 2004 requires states to have policies and procedures in effect to prevent and reduce disproportionate representation by race and ethnicity in the areas of identification, discipline, and placement of children with disabilities. Despite the policies, black students are still 1) suspended or expelled at a rate two-to-three times higher than white students; 2) 2.8 times more likely to be identified as having a high-incidence disability; 3) more likely to be placed in a more restrictive environment. Because these disparities continue …
A Qualitative Study Toward Understanding Educators’ Perceptions Of A Talent Development Program Designed To Address The Underrepresentation Of Historically Marginalized Students In Advanced Programming In A Large Virginia School Division, Christopher Mark Sumner
Theses and Dissertations
This study extends the limited, existing research on Sunnydale Public School’s (SPS’s) SOAR program. For clarity, SOAR is a talent development (TD) program that aims to not only enhance students’ reasoning and problem-solving abilities but also to remedy the racial/ethnic disproportionality of SPS's gifted and talented program. More specifically, I used interpretive, qualitative methods for this investigation to understand participants’ perceptions of SOAR, in hopes of adding to the talent development knowledge base and informing SOAR policy and practice. Ultimately, participant views converged on several topics (i.e. racial and ethnic disproportionality, brain malleability, multiple intelligences, etc.) and diverged on others …
Under-Representation In Autism: An Examination Of Educational Evaluation Practices For Black Students, Erika L. Ayanaw
Under-Representation In Autism: An Examination Of Educational Evaluation Practices For Black Students, Erika L. Ayanaw
Dissertations
Black students are negatively affected by disproportionality in school discipline practices, special education identification, and over-restrictive special education placement. Critical race theory is an operative framework that can be applied to increase understanding of such disproportionality (Blanchett, 2011). Through the use of qualitative retrospective chart review methods, this research investigated the under-representation of Black students with Autism in the context of educational evaluations, and from the Ordinariness and Social Construction Tenets of CRT. Analysis of 12 reports, six of Black students and six of White students, resulted in several findings: (1) Between group differences were present in terms of parental …
Discipline Patterns In A Public-School District With A History Of Disproportionate Suspensions, Barbara M. Slingerland
Discipline Patterns In A Public-School District With A History Of Disproportionate Suspensions, Barbara M. Slingerland
Walden Dissertations and Doctoral Studies
Nationwide concerns include disproportionate discipline referrals and suspensions of certain student groups and the associated negative student outcomes. The state's department of education cited a school district for suspending Black students with disabilities (SWD) at more than 3 times the rate of all other student groups; yet, the complex nature of the disciplinary disproportionality in this district was unknown. The purpose of this study was to investigate how student-related characteristics including race/ethnicity, gender, age, grade level, disability status, and school location, may predict number of discipline referrals, types of discipline referrals, and types of suspensions issued to students. Guided by …
Educator Perceptions Of The Disproportionate Experience Of African Americans In Special Education, John Palen Geske
Educator Perceptions Of The Disproportionate Experience Of African Americans In Special Education, John Palen Geske
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this capstone is, what are educators’ perceptions of the causes of the disproportionate experience of African Americans in special education? In this study, the author examines educators’ beliefs about two existing racial trends in special education. The first is the over-identification of African American students as candidates in need of special education. The second part of the disproportionate experience is that African American students tend to make less growth than their White peers once receiving services. In this research, the author provides a historical synthesis of the extensive record of disproportionality literature. The capstone includes …
Do Early Elementary Teacher Ratings Of Classroom Behavior Predict Similar Outcomes Across Demographic Groups? An Examination Using The Early Childhood Longitudinal Study Kindergarten Cohort (Ecls-K), Amira Conservilla Mattison
Do Early Elementary Teacher Ratings Of Classroom Behavior Predict Similar Outcomes Across Demographic Groups? An Examination Using The Early Childhood Longitudinal Study Kindergarten Cohort (Ecls-K), Amira Conservilla Mattison
USF Tampa Graduate Theses and Dissertations
Research suggests that how teachers perceive the behavior of individual children in the early years of elementary school has important implications for the school success of those youth over time (Darney et al., 2013; Hibel et al., 2010; Jimerson et al., 1997; Reinke et al., 2008). This may be because children who are of concern to teachers are often identified for practices such as grade retention and/or special education placement. Although these practices are intended to help children, they have not been shown to be associated with long-term positive outcomes. Rather, youth who are subject to these practices experience negative …
Exploring The Effects Of Positive Behavioral Supports On Disciplinary Practices In Schools And It's Potential To Mitigate Disproportionality In Disciplinary Outcomes For African American Students, E'Lexus Emily King
Educational Specialist, 2009-2019
Disproportionality in special education and school discipline in the U.S. Education system has been a crucial and complex issue. Research has shown that evidence-based interventions that lie within the positive behavioral interventions and supports (PBIS) framework has been effective in improving educational outcomes for all students. In this study, the author investigated the impact of the School-Wide Benchmarks of Quality, a PBIS fidelity measure, on student disciplinary outcomes. 380 schools presented four years of disciplinary outcome data. Results showed that the PBIS fidelity measure had a modest effect on the overall student disciplinary outcomes but did not address the disproportionate …
Ain't Misbehavin': Phenomenological Inquiry Into Black Male Experiences Of School, Kelly N. Ferguson
Ain't Misbehavin': Phenomenological Inquiry Into Black Male Experiences Of School, Kelly N. Ferguson
Dissertations
Disproportionate representation of Black male students in subjective areas of discipline has long been documented. Research indicates that racial disparities in discipline have been found with insufficient evidence to support that Black or other minority students are simply misbehaving more than others. Differences in cultural orientations between Black males and their predominantly White and female teachers have been linked to bias that disproportionality impacts discipline for these students. Through phenomenological inquiry, this study explored the schooling, professional, and mentoring experiences of successful Black men to better understand how schools and communities contribute to their resilience. This research sought to uncover …
Special Education Disproportionality Through A Social Lens: A Mixed Methods Approach, Marianne J. Fidishin
Special Education Disproportionality Through A Social Lens: A Mixed Methods Approach, Marianne J. Fidishin
Dissertations
The disproportionate nature of special education, notably with African American students, is longstanding and most pronounced in judgmental eligibility categories such as intellectual disability and emotional disturbance. Numerous studies on disproportionality conclude there is not a single causative factor, but point to the multifactorial nature of the issue and the complex interplay among different factors. Research related to the role social factors exhibited in an institution have on special education referral and eligibility determination is more limited. This is important since practices employed during the eligibility process take place within the institution’s social environment and are underpinned by the beliefs …
"You Are Coming With Me": A Phenomenological Exploration Of Urban Speech-Language Pathologists, Audrey Michelle Farrugia-Bernard
"You Are Coming With Me": A Phenomenological Exploration Of Urban Speech-Language Pathologists, Audrey Michelle Farrugia-Bernard
Master's Theses and Doctoral Dissertations
Using phenomenology and symbolic action theory as a theoretical framework, this qualitative study explored the experiences and practices of urban, school-based speechlanguage pathologists (SLPs). The study focused on the assessment, certification, and service of students in urban schools, a majority of whom are members of minority groups in light of the disproportionality of students of color in special education. This study aimed to capture the urban SLP’s point of view and illuminate the power that they may use or abuse in a school system. The understanding of the lived experiences and practices of 11 White, female SLPs practicing in urban …
Exploring Trends In Disproportionality Of Emotional Disturbance Classification After The Individuals With Disabilities Education Improvement Act (Ideia), Ghirmay Alazar
Electronic Theses and Dissertations
The aim of this study was to systematically investigate the trends of disproportionate representation of African American students in special education when compared to Caucasian special education students in emotional disturbance category as well as the trends in disproportionality of emotional disturbance classification after the Individuals with Disabilities Education Improvement Act (IDEIA). African American students in special education are disproportionately represented when compared to Caucasian special education students but uncertainty persists regarding the nature and the extent of the problem (Aud et al., 2010; Countinho & Oswald, 2002; Skiba et al., 2006, 2008). This study employed a mixed methods multiple …
Classroom Management Practices For Male African American Students With Behavioral Disorders, Jamie Helton Hubbard
Classroom Management Practices For Male African American Students With Behavioral Disorders, Jamie Helton Hubbard
Walden Dissertations and Doctoral Studies
Male African American students with disabilities in a South Carolina school district have received a greater proportion of discipline referrals and exclusionary consequences than have other demographic groups. The purpose of this sequential mixed methods study was to explore classroom management strategies that may reduce this disproportionality. The conceptual framework was Skinner's applied behavior theory, which states that to change behavior, the environment must be changed. The qualitative guiding question investigated teacher beliefs about best classroom management practices. The quantitative research questions were intended to provide a description of discipline preferences. Quantitative data were collected through the Behavior and Instructional …
An Examination Of Disproportionality In One School District Using A Response To Intervention Model, Brittney M. Bixby
An Examination Of Disproportionality In One School District Using A Response To Intervention Model, Brittney M. Bixby
Electronic Theses and Dissertations
Disproportionality in special education has been an ongoing discussion and cause for concern at the district, state, and federal levels for the past 45 years. Due to legislative changes and a shifting attitude in public education away from a "wait to fail" service delivery model, may states now require the use of Response to Intervention (RTI), or a multi-tiered system of support (MTSS) for students who do not meet grade level academic standards or behavioral expectations. This study examined the presence of disproportionality among race/ethnicity, gender, and ELL status for students who received targeted and intensive interventions across two consecutive …
Exploration Of Implicit Bias On Multidisciplinary Team Members When Referring African American Students For Special Education Services, Twana Romona Fletcher
Exploration Of Implicit Bias On Multidisciplinary Team Members When Referring African American Students For Special Education Services, Twana Romona Fletcher
Theses and Dissertations
The disproportionality or overrepresentation of African American students in special education is a longstanding problem that continues to be prevalent today. There are numerous reasons why this phenomenon continues to persist including but not limited to implicit bias among multidisciplinary team members (MDT). One function of the MDT is to decide if a student needs to be referred for special education services. Therefore, the purpose of this study was to examine the decision making processes of the MDT members to determine if implicit bias impacted their decision to refer an African American student for special education services. This qualitative study …
A Portraiture Of Leadership As Enacted By School Administrators Working In Alternative Educational Settings, Eric Shawn Hall
A Portraiture Of Leadership As Enacted By School Administrators Working In Alternative Educational Settings, Eric Shawn Hall
USF Tampa Graduate Theses and Dissertations
School leadership has been an evolving topic over the past several decades, with research examining the impact of leadership on school performance, school culture, and other elements in this field. However, only a few studies have examined the construct of leadership in alternative schools, where these specialized sites often serve as mid-points between traditional schools and juvenile detention centers. Considering the evidence related to the displacement rates of minority students, particularly Black males, from traditional schools to alternative settings, these specialized sites are ideal for exploring practices that perhaps can redirect students in the school-to-prison pipeline, back towards their traditional …
Analyses Of Suspension, Expulsion, And Incarceration Data Reported Under Idea 2004, William Dennis Garnett
Analyses Of Suspension, Expulsion, And Incarceration Data Reported Under Idea 2004, William Dennis Garnett
UNLV Theses, Dissertations, Professional Papers, and Capstones
Disproportionate representation in special education has been an enduring issue, even before P.L. 94-142. Though the main focus of research in the area of disproportionate representation has been on the placement of students from historically marginalized racial and ethnic groups into special education programs, disproportionality has been found in other areas such as the use of exclusionary practices and placement in correctional facilities. As more data regarding students with disabilities are accumulated, it is important to investigate current trends in order to ensure patterns of disproportionate representation are understood and perhaps remedied. This study focused on state level data reported …
Potentials And Impediments To Universal, School-Based Screening For Behavioral And Emotional Risk: A Critical Discourse Analysis Of Current Case Law, Natasha D. Gardner
Potentials And Impediments To Universal, School-Based Screening For Behavioral And Emotional Risk: A Critical Discourse Analysis Of Current Case Law, Natasha D. Gardner
Counseling and Psychological Services Dissertations
Disproportionality in special education is a long-standing issue. Some scholars have proposed group or universal screening for emotional and behavioral risk in schools as a method of addressing disproportionality. Considering previous case law, questions exist as to the legality of such screening programs in public schools. The purpose of this inquiry was to apply critical discourse analysis (CDA) to the federal case of Rhoades v. Penn-Harris (2008) to explore how court discourse reflects issues of social power and multidisciplinarity in the context of a school mental health screening program. CDA is usually interdisciplinary and focuses on explaining discourse structures related …
Idea Early Intervening Services Policy Implementation In Six School Districts;Reducing Overidentification And Disproportionality, James E. Harvey
Idea Early Intervening Services Policy Implementation In Six School Districts;Reducing Overidentification And Disproportionality, James E. Harvey
ETD Archive
The Individual with Disability Educational Improvement Act (IDEA-2004) (P.L. 108-446) includes a policy called Early Intervening Services (EIS) which makes it permissible, but not mandatory, for a school district to use 15 percent of their IDEA Part B funds to provide services to non-disabled at risk students. However, a school district cited for disproportionality because of an overrepresentation of racial or ethnic minorities or second language learners receiving special education services or disciplinary action is required to use 15 percent of their special education funding to address these issues. The purpose of this study was to obtain knowledge on the …
Disproportionality In Special Education: The Relationship Between Prereferral Intervention Teams And The Special Education Process, Jasolyn Lashon Henderson
Disproportionality In Special Education: The Relationship Between Prereferral Intervention Teams And The Special Education Process, Jasolyn Lashon Henderson
Counseling and Psychological Services Dissertations
The disproportionality of minority students in special education has received much attention throughout the years. Prereferral Intervention Teams (PITs) have been frequently recommended as a means of diminishing disproportionality. One purpose of this study was to examine the impact of PITs on the special education process. This was achieved through the calculation of risk ratios by ethnic/racial group at key phases of the special education process, (a) including referral to PITs, (b) referral for initial evaluations, (c) referral for special education, and (d) special education placement phases. Results indicated that African American students were significantly more likely to be represented …
A Case Study Of Disproportionality In Special Education: Inquiry In An Urban School District, Charlotte D. Ivey
A Case Study Of Disproportionality In Special Education: Inquiry In An Urban School District, Charlotte D. Ivey
ETD Archive
This case study examines the problem of disproportionality in special education in an urban school district in Northeast Ohio. Disproportionality occurs when the risk for being identified in a particular disability category is not proportional to the population being considered. The problem of disproportionate representation of racial groups in certain categories of special education is significant because it is only seen in the "judgemental" categories. That is, categories such as ED and SLD, where the determination for eligibility is subjective and based on professional judgement and inference, as opposed to non-judgemental categories such as OHI, blindness, deaf, orthapaedic and TBI, …