Minority students in gifted and special education programs: The case for educational equity
Minority students in gifted and special education programs: The case for educational equity
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DOI：
10.1177/002246699803200107
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发表时间：
1998-03-01
影响因子：
2
通讯作者：
Daniels, VI
中科院分区：
文献类型：
--
作者：
Daniels, VI
教育中的不平等会使不成比例永久。改革应强调产生这些不平等的政策和实践的重新审查。解决了影响不成比例的少数群体代表的变量，包括种族，残疾类别和特殊教育知识生产者的定义。强调了历史研究的综合，为过去的改革工作，当前的趋势，提议的解决方案，立法和诉讼以及各种少数群体的统计结果提供了深入的年表。
Inequities in education perpetuate disproportionality. Reform should stress the reexamination of policies and practices that produce these inequities. Variables affecting disproportionate minority representation in gifted and special education programs are addressed, including the definition of ethnicity, disability categories, and special education knowledge producers. Historical research synthesis providing an in-depth chronology of past reform efforts, current trends, proposed solutions, legislation and litigation, and statistical outcomes for various minority groups is stressed.