Listening to and Learning from the Perspectives and Experiences of Black and Latinx Students with Disabilities: Examining the Challenges and Contradictions of High-Stakes Testing Policies

Autor/in	Tefera, Adai
Titel	Listening to and Learning from the Perspectives and Experiences of Black and Latinx Students with Disabilities: Examining the Challenges and Contradictions of High-Stakes Testing Policies
Quelle	In: Urban Review: Issues and Ideas in Public Education, 51 (2019) 3, S.457-476 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tefera, Adai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-019-00496-4
Schlagwörter	African American Students; Hispanic American Students; Student Attitudes; Student Experience; High Stakes Tests; Students with Disabilities; Urban Schools; High School Students; High Schools; Educational Policy; Teacher Effectiveness; Substitute Teachers; Access to Education; Special Education; Family Relationship; Peer Relationship; California + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülerverhalten; Studienerfahrung; Disability; Disabilities; Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Oberschule; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Education; Access; Bildung; Zugang; Bildungszugang; Special needs education; Sonderpädagogik; Sonderschulwesen; Peer-Beziehungen; Kalifornien
Abstract	This study explores the experiences and perspectives of 15 Black and Latinx students with disabilities as they journeyed through the process of taking and attempting to meet high-stakes testing policies in an urban high school in southern California. Utilizing critical policy sociology and student voice, findings reveal material and structural challenges related to lack of teacher quality, excessive use of substitute teachers, and lack of access to essential course curricula. In addition, contradictions between general and special education policy mandates demonstrate the failure of a one-size-fits-all policy approach that overlooks students' multidimensional needs. Finally, despite the multiple structural and material challenges students faced, their family and peers played a pivotal role in their preparation both emotionally and academically for the exam. Given these findings, recommendations for policy and practice are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01