California School Psychologists’ Assessment Practices With Cld Students: A Phenomenological Study, Hector Manuel Teran Jr.

Dissertations

School psychologists are tasked with assessing students to qualify them for special education, typically using standardized tests. Standardized testing, like IQ testing, routinely used in the psycho-educational process, serves to justify prejudices, as they often mark people of color as intellectually inferior to White people. A closer look at school psychologists’ assessment practices with culturally and linguistically diverse (CLD) students is necessary, as these students have historically been placed in special education at a higher percentage, likely due to misperceptions related to their race, ethnicity, or linguistic background. While IQ tests are regarded as tools that identify the needs of …

Perceptions Of Families, Students, And Teachers On Iep Engagement For Families And Students Of Color During Junior High And Senior High School Iep Conferences, Amillia Kae Oswalt

Graduate Theses and Dissertations

This phenomenological study explored the experiences of families and students of color and their teachers during junior high and high school IEP meetings. This study, informed by DisCrit, explored the similarities and differences of families, students, and teachers during IEP meetings as well as the use of research-based practices designed to increase family engagement for culturally diverse families. Participants completed surveys and participated in interviews about their experiences. The student’s most current IEP was also reviewed to determine the ways in which teachers document family and student engagement within the IEP document. The major themes identified were that research-based practices …

Cultivating Culturally Responsive-Sustaining Approaches To Social And Emotional Learning For Students With Or At-Risk For Emotional And Behavioral Dis/Abilities, Sharde Theodore, Lindsay Romano, Fanica Young, Danica Moise, Tahnee Wilder

Excelsior: Leadership in Teaching and Learning

School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD). Similarly, many evidence-based practices for behavior do not consider internalizing behaviors (e.g., anxiety, toxic stress), exemplifying a critical need for equitable practices aimed at supporting the prosocial and emotional needs of RELD students with or at risk for EBD. Given the multifaceted social, emotional, and behavioral needs of RELD students with or at …