Minority Representation in Special Education

By Dalun Zhang, Antonis Katsiyannis. 2002

121 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/5bb63fb4d7e3b1472fcea035a3249f34000fd808

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Dalun Zhang
2. Janelle E. Rodl
3. Rebecca A. Cruz
4. Li-Ju Chen
5. R. Skiba
6. M. Wehmeyer
7. K. Shogren
8. E. Carter

In Education

1. Dalun Zhang
2. Janelle E. Rodl
3. Rebecca A. Cruz
4. Ada B. Simmons
5. Li-Ju Chen
6. R. Skiba
7. M. Wehmeyer
8. E. Carter

In Safety Research

1. Dalun Zhang
2. Janelle E. Rodl
3. Rebecca A. Cruz
4. Li-Ju Chen
5. R. Skiba
6. M. Wehmeyer
7. K. Shogren
8. Susan B. Palmer

Citations in the corpus

• The Context of Minority Disproportionality: Practitioner Perspectives on Special Education Referral (2006, background): “Yet, despite this history of almost continual attention, recent national reports indicate that disproportionate minority placement remains a serious and significant problem (Coutinho & Oswald, 2000; Ladner & Hammons, 2001; Losen & Orfield, 2002; National Research Council; Zhang & Katsiyannis, 2002).”
• Effect of Children's Ethnicity on Teachers' Referral and Recommendation Decisions in Gifted and Talented Programs (2005, unknown): “…disorders, learning disabilities, and mental retardation (Harry, 1994; Harry & Anderson, 1994; Oswald, Coutinho, Best, & Singh, 1999; Patton, 1998; Zhang & Katsiyannis, 2002); underrepresentation in programs for gifted and talented students (Ford & Webb, 1994; Maker, 1996); high dropout rates…”
• An Integrative Synthesis of Literature on Disproportionality in Special Education (2018, result): “…studies that controlled for SES in a similar way found that as a community or state became more affluent, students from racially and ethnically diverse backgrounds became more disproportionately labeled as having a disability (Coutinho et al., 2002; Zhang & Katsiyannis, 2002; Zhang et al., 2014).”
• Parent and Teacher Engagement in Fostering the Self-Determination of Students with Disabilities (2005, background): “This issue is particularly critical for students receiving special education services, as the overrepresentation of minorities has been a persistent and controversial issue in special education (Zhang & Katsiyannis, 2002).”