Justifying and Explaining Disproportionality, 1968-2008: A Critique of Underlying Views of Culture
Justifying and Explaining Disproportionality, 1968-2008: A Critique of Underlying Views of Culture
复制标题
DOI：
10.1177/001440291007600303
复制
发表时间：
2010-03-01
影响因子：
2.8
通讯作者：
Ortiz, Alba
中科院分区：
文献类型：
--
作者：
Artiles, Alfredo J.;Kozleski, Elizabeth B.;Ortiz, Alba
特殊教育在其短暂的历史中在研究、政策和实践方面取得了长足的进步。然而，来自历史上得不到充分服务群体的学生仍然被不成比例地确定为需要特殊教育。对色盲做法和政策的支持可以证明特殊教育中的种族歧视是合理的，并标志着对历史上服务不足群体的学生的赤字观点有所减少。我们回应这些新出现的问题，通过分析的论点，证明非理性我也确定的问题的解释和批评的文化观点，这些解释的基础。最后，我们简要讨论的影响和未来的方向。
Special education has made considerable advances in research, policy, and practice in its short history. However, students from historically underserved groups continue to be disproportionately identified as requiring special education. Support for color-blind practices and policies can justify racial disproportionality in special education and signal a retrenchment to deficit views about students from historically underserved groups. We respond to these emerging concerns through an analysis of arguments that justify disproportionality Me also identify explanations of the problem and critique the views of culture that underlie these explanations. We conclude with a brief discussion of implications and future directions.