Overcoming Obstacles: African American Students with Disabilities Achieving Academic Success

Autor/inn/en	Gatlin, Brandy T.; Wilson, Cynthia L.
Titel	Overcoming Obstacles: African American Students with Disabilities Achieving Academic Success
Quelle	In: Journal of Negro Education, 85 (2016) 2, S.129-142 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.85.2.0129
Schlagwörter	Barriers; African American Students; Students with Disabilities; Academic Achievement; Success; Disproportionate Representation; Special Education; Postsecondary Education; High School Students; Parent Teacher Cooperation; Teacher Student Relationship; Student Needs; Teacher Expectations of Students; Family Involvement; Tutoring; Role Models; Study Skills; Goal Orientation; Florida + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Schulleistung; Erfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Post-secondary education; Tertiäre Bildung; High school; High schools; Oberschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Förderkonzept; Nachhilfeunterricht; Identifikationsfigur; Studientechnik; Zielorientierung; Zielvorstellung
Abstract	Concerns regarding the overrepresentation of minority groups, particularly African Americans, in special education date back many years. While practices such as culturally responsive teaching and response to intervention have been implemented to combat the erroneous placement of students in special education programs, an important focus that remains is the academic progress and postsecondary outcomes for African American students placed in special education programs. To increase the number of African American students with disabilities (SWDs) who successfully pursue postsecondary education at the college or university level, taking a step back and focusing on factors that have led to the success of school-aged African American SWDs is important. In an attempt to counter the vast amount of negative information found in current literature regarding African Americans in special education, this study highlights two African American high school SWDs who have demonstrated academic success. Teachers who work closely with the students, the parents of the two students, and the students themselves were interviewed and observed to gain insight about factors they attribute to each student's academic success. Upon transcribing and analyzing interview data, three key themes emerged: (a) expectations, (b) support, and (c) organization. This article discusses these findings and also describes other noteworthy findings, including a spirit of teamwork among the individuals and the practice of inclusion as an important factor in each student's academic success. Finally, the authors discuss limitations of the study along with implications for future research and practice. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01