Overrepresentation of Minority Students in Special Education
By Mitylene Arnold, Marie E. Lassmann. 2003
122 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/db23edf20b404e2604f236c48d05f74d013530c0
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Citations in the corpus
- Referral Rates for Intervention or Assessment (2003, background): “Research into the effectiveness of special education has been inconclusive and occasionally contradictory (Carlberg & Kavale, 1980; Wang & Baker, 1985–1986; both as cited in Artiles & Trent, 1994).”
- Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners (2005, background): “Overreferral occurs because general education teachers misunderstand the reasons for their CLD students’ learning problems (Artiles & Trent, 1994).”
- Minority Representation in Special Education (2002, background): “…effective instruction, whether in the general or the special education setting, has been generally endorsed as a crucial element in combating underachievement and subsequent potential eligibility for special education services (Artiles & Trent, 1994; Dunn, 1968; Lambert, 1988; Valles, 1998).”
- Seeing Race in the Research on Youth Trauma and Education: A Critical Review (2020, background): “…determining how best to serve trauma-exposed youth, White-dominant institutions often contribute to racial inequities in special education referrals (Artiles & Trent, 1994; Blanchett, 2006), exclusionary discipline practices (P. L. Carter et al., 2017) and mass incarceration (M. Alexander, 2010).”
- Collaborative Teaching to Increase ELL Student Learning: A Three-Year Urban Elementary Case Study (2007, background): “Further, culturally and linguistically diverse students are disproportionately represented within special education (Artiles & Trent, 1994; Crosby, 1999; Zehler, Fleischman, Hopstock, Pendzick, & Stephenson, 2003).”