Disproportionality in Special Education: A Synthesis of International Research and Trends

Autor/inn/en	Cooc, North; Kiru, Elisheba W.
Titel	Disproportionality in Special Education: A Synthesis of International Research and Trends
Quelle	In: Journal of Special Education, 52 (2018) 3, S.163-173 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918772300
Schlagwörter	Special Education; Access to Education; Disabilities; Disproportionate Representation; Foreign Countries; Minority Group Students; Immigrants; Indigenous Populations; Social Bias; Cultural Influences; Barriers; Educational Policy; Educational Research; United States; Asia; South America; Africa; Europe; Australia + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Handicap; Behinderung; Ausland; Immigrant; Immigrantin; Immigranten; Sinti und Roma; Cultural influence; Kultureinfluss; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; USA; Asien; Südamerika; Afrika; Europa; Australien
Abstract	Access to schooling and special education services remains a challenge for many children with disabilities around the world. In the United States, much attention has focused on disproportionality--the over- and underrepresentation of student groups within special education. In this study, to contextualize and better understand the scope and factors associated with disproportionality in the United States and abroad, we synthesized literature on special education disproportionality in international contexts and identified trends across student groups and countries, including the ways in which scholars have examined this topic. Results show that studies focused mainly on the overrepresentation of ethnic minority, immigrant, and Indigenous populations in European or English-speaking nations. Nearly all studies emphasized structural inequalities in society over cultural barriers as mechanisms contributing to disproportionality. Policy recommendations, however, were more likely to focus on improving the special education identification process. The review has implications for research, practice, and policy to improve education for children with disabilities in the United States and abroad. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01