Literaturnachweis - Detailanzeige
| Autor/inn/en | Green, Ambra L.; Cohen, Daniel R.; Stormont, Melissa |
|---|---|
| Titel | Addressing and Preventing Disproportionality in Exclusionary Discipline Practices for Students of Color with Disabilities |
| Quelle | In: Intervention in School and Clinic, 54 (2019) 4, S.241-245 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-4512 |
| DOI | 10.1177/1053451218782437 |
| Schlagwörter | Discipline; Disproportionate Representation; Minority Group Students; At Risk Students; Racial Bias; Racial Differences; Ethnicity; Educational Legislation; Disabilities; Equal Education; Federal Legislation; School Policy; Evidence Based Practice; Decision Making |
| Abstract | Historically, schools across the nation have struggled to address significant racial or ethnic disproportionality, including overrepresentation in exclusionary discipline practices, special education identification, and restrictive educational placements. The federal government has mandated that local education agencies monitor and address disproportionality but has provided little guidance on how to begin. This current topics column discusses this moral and ethical issue and provides ways schools can begin to address or prevent disproportionality in disciplinary practices. (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 |
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