Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

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Autor/inn/en	Klingner, Janette K.; Artiles, Alfredo J.; Kozleski, Elizabeth; Harry, Beth; Zion, Shelley; Tate, William; Duran, Grace Zamora; Riley, David
Titel	Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
Quelle	In: Education Policy Analysis Archives, 13 (2005) 38, (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Disproportionate Representation; Educational Opportunities; Access to Education; Special Education; Resource Allocation; Student Diversity; Special Needs Students; Culturally Relevant Education; Minority Groups; African Americans; Whites; Hispanic Americans; Pacific Islanders; Asian Americans; American Indians; Alaska Natives; Mental Retardation; Emotional Disturbances; Learning Disabilities; Educational Policy; Educational Finance; Accountability; Power Structure; Educational Change; Federal Government; State Government; School Districts; Local Government; Teacher Education; Faculty Development; Teaching Methods; Student Needs; Early Intervention; Administrator Responsibility; Teacher Responsibility; Student Responsibility; Family Involvement + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Education; Access; Bildung; Zugang; Bildungszugang; Special needs education; Sonderpädagogik; Sonderschulwesen; Ressourcenallokation; Sonderpädagogischer Förderbedarf; Ethnische Minderheit; Afroamerikaner; White; Weißer; Hispanic; Hispanoamerikaner; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Asian immigrant; United States; Asiatischer Einwanderer; USA; American Indian; Indianer; Inuit; Geistige Behinderung; Gefühlsstörung; Learning handicap; Lernbehinderung; Politics of education; Bildungspolitik; Bildungsfonds; Verantwortung; Bildungsreform; Bundesregierung; Bund-Länder-Beziehung; School district; Schulbezirk; Gemeindeverwaltung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrverpflichtung
Abstract	In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based interventions and strategic improvements in practice and policy to improve students' educational opportunities in general education and reduce inappropriate referrals to and placement in special education. We envision this work as cutting across three interrelated domains: policies, practices, and people. Policies include those guidelines enacted at federal, state, district, and school levels that influence funding, resource allocation, accountability, and other key aspects of schooling. We use the notion of practice in two ways, in the instrumental sense of daily practices that all cultural beings engage in to navigate and survive their worlds, and also in a technical sense to describe the procedures and strategies devised for the purpose of maximizing students' learning outcomes. People include all those in the broad educational system: administrators, teacher educators, teachers, community members, families, and the children whose opportunities we wish to improve. (Contains 1 table.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10