Is Disproportionally High Minority Representation in Special Education a Sc
Texte du Storyboard
- Is Disproportionally High Minority Representation in Special Education a School Problem ?
- YES· Predominant cultural beliefs- poor perceptions based on race, class, learning style, disability, cultural responsiveness of current policies and practices.· Intervention services for struggling learners are not well structured – the implementation of these programs was inconsistent and became the gateways for special education referrals.· Inconsistent knowledge of the purpose and implementation of assessments - some school districts were utilizing assessment tools developed to merely screen students at-risk for reading difficulty to diagnose reading skill deficiency.· Intervention services for struggling students- interventions, frequency, stage, and length of interventions are not organized to address the needs of a range of learners.· Quality of curricular and instructional support – poor core curriculum does not support state test.
- No• Socioeconomic disadvantage- low-income children poor access to resources. Low income- not health insurance and absences for illness.Health conditions- iron deficiency anemia leads to diminished cognitive ability and more behaviors problems. Switching schools - based on moving constantly the children are losing continuity of instruction. Expose to complex language and vocabulary- poor academic experiences.
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