Addressing the Issue of Disproportionate Representation: Identification and Assessment of Culturally Diverse Students with Emotional or Behavioral Disorders. Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders--Programs that Work.

Autor/inn/en	Obiakor, Festus; Algozzine, Bob; Thurlow, Martha; Gwalla-Ogisi, Nomsa; Enwefa, Stephen; Enwefa, Regina; McIntosh, Angela
Institution	Council for Children with Behavioral Disorders.
Titel	Addressing the Issue of Disproportionate Representation: Identification and Assessment of Culturally Diverse Students with Emotional or Behavioral Disorders. Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders--Programs that Work.
Quelle	(2002), (74 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-86586-385-7
Schlagwörter	Leitfaden; Behavior Change; Behavior Disorders; Cultural Differences; Disability Identification; Disproportionate Representation; Educational Assessment; Elementary Secondary Education; Emotional Disturbances; Functional Behavioral Assessment; High Stakes Tests; Intervention; Parent Teacher Cooperation; Student Evaluation; Student Placement + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Education; assessment; Bewertungssystem; Gefühlsstörung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Schulnote; Studentische Bewertung; Schülerpraktikum
Abstract	This monograph addresses issues associated with the disproportionate representation of culturally diverse students in special education for students with emotional or behavioral disorders (E/BD). Chapter 1 considers identification, assessment, and intervention strategies for culturally diverse students with E/BD. Chapter 2 discusses the impact of high-stakes testing, including: the context of high stakes testing and education reform; consequences enacted in response to test performance; the greatest challenge of high-stakes testing (not knowing the tests' potential biases and effects); and meeting the needs of culturally diverse students. The third chapter explains culturally responsive behavior intervention planning using functional behavioral assessment. It examines assumptions and beliefs about this approach; conditions for the use of functional behavioral assessments and behavior intervention plans; and hypothesizing about behavioral function. Chapter 4 addresses the importance of parent/teacher partnerships in screening and assessment. The final chapter is on interconnecting assessments and interventions and discusses making eligibility decisions, improving instruction and intervention, and assessing culturally diverse students with EBD. (Contains 102 references.) (DB)
Anmerkungen	Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5704 (members $8, non-members $11.40). Tel: 888-232-7733 (Toll Free); e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01