Minority Representation in Special Education: 5-Year Trends
Minority Representation in Special Education: 5-Year Trends
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特殊教育中的少数群体代表性：五年趋势
DOI：
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发表时间：
2012
影响因子：
2.1
通讯作者：
Eric L. Roberts
中科院分区：
文献类型：
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作者：
Dalun Zhang;Antonis Katsiyannis;Song Ju;Eric L. Roberts
少数民族学生在特殊教育中的比例过高几十年来一直是一个令人关切的问题。《残疾人教育法》要求各州制定政策和程序，以防止对残疾学生的种族和族裔的不适当的过度识别或不成比例的代表性。这项研究的目的是调查少数群体在特殊教育中的代表性现状，因为有任务规定和相关努力来减少代表性过高的现象，并查明2004至2008年五年期间的趋势。使用增长模型分析了这5年来从50个州和哥伦比亚特区收集的全国数据的趋势。调查结果表明，与10年前相比，情况有所改善，特别值得注意的是，非裔美国学生人数大幅减少，被归类为智力残疾的西班牙裔学生人数略有减少。然而，在同一时期，学习障碍的西班牙裔学生人数增加。除此之外，特殊教育中种族/族裔代表性的趋势与十年前一样。
The disproportionate representation of minority students in special education has been a concern for decades. The Individuals with Disabilities Education Act mandates states to have policies and procedures in place to prevent inappropriate over identification or disproportionate representation by race and ethnicity of students with disabilities. The purpose of this study was to investigate the current status of minority representation in special education given the mandate and related efforts to reduce overrepresentation and to identify trends for the 5-year period from 2004 to 2008. Growth models were used to analyze trends in national data collected from the 50 states and the District of Columbia for these 5 years. Findings indicate some improvements from 10 years ago, especially noteworthy are a significant decrease in the number of African American students and a moderate decrease in the number of Hispanic students categorized as having intellectual disabilities. However, during the same period, the number of Hispanic students in learning disabilities increased. Otherwise, the trend of racial/ethnic representation in special education remains the same as it was a decade ago.