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Practices for preventing disproporti...

Dawson, Renee Annette.

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Practices for preventing disproportionate representation of African American children in special education: A study of successful California public school pre-referral teams.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Practices for preventing disproportionate representation of African American children in special education: A study of successful California public school pre-referral teams./
作者:	Dawson, Renee Annette.
面頁冊數:	154 p.
附註:	Adviser: Leonard Baca.
Contained By:	Dissertation Abstracts International69-02A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3303417
ISBN:	9780549500469

Practices for preventing disproportionate representation of African American children in special education: A study of successful California public school pre-referral teams.
Dawson, Renee Annette.

Practices for preventing disproportionate representation of African American children in special education: A study of successful California public school pre-referral teams. - 154 p.

Adviser: Leonard Baca.

Thesis (Ph.D.)--Fielding Graduate University, 2008.

Keywords. African American children, Black children, disproportionate representation, overrepresentation, prereferral teams, student study teams, child study teams.

ISBN: 9780549500469Subjects--Topical Terms:

1017673
Black Studies.

Practices for preventing disproportionate representation of African American children in special education: A study of successful California public school pre-referral teams.
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245 1 0 $a Practices for preventing disproportionate representation of African American children in special education: A study of successful California public school pre-referral teams.
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520 $a This research is ultimately concerned with reducing disproportionality of African American children who are assessed and placed in special education programs. It is well documented that African American children, compared to other ethnic minority groups, are most likely to be disproportionately placed in special education, and this has been a growing trend both nationally and in California. Despite California's interventions in an attempt to address disproportionality, California school data reports indicate that there has been limited success (McDaniel, 2004; van Keulen, Brown, Webster, & Elzey, 1994). Prereferral teams have been identified as a means to address disproportionality, and more specifically provide positive experiences for all children in the general education classroom. Recent attention has focused on different prereferral models as a means of addressing misdiagnosis and inappropriate placement of children. To date, only one California study has examined components of an effective prereferral team at a single site in reducing inappropriate referrals to special education of minority children. The purpose of this study is to identify practices of prereferral teams in California where there is little or no documented disproportionate representation of African American children in school site, special education programs. Seventeen core members of prereferral teams, from schools in California, with proportionate and disproportionate representation of African American children in special education were interviewed about their team practices. The results of this study identified three types of supports that are associated with prereferral teams' success at avoiding disproportionate representation of African American children in special education.
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