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Issue 3: Is Disproportionally High Minority Representation in Special Education
Testo Storyboard
- Article: Whose Problem is Poverty?The author's opinion in this article is that students from lower socioeconomic backgrounds will consistently#160; have a lower academic success rate.How does he support his opinion?
- Children that live in poverty experience the following issues that relate to reduced cognitive ability and academic achievement: illness due to poor health habitsinconsistent living arrangementsfewer adult role modelsless exposure to language/vocabularyfewer worldly experiencesmore family/financial stress
- The author also supports his claim with research that suggests large achievement gaps between socioeconomic backgrounds are to blame for educational disadvantages and unequal opportunities. According to the author, social and economic reform are necessary to equal the playing field.
- Article:#160;Distinguishing Difference from Disability: The Common Causes of Racial/Ethnic Disproportionality in Special EducationThis article suggests that it is educational policies and practices that put ethnic minorities and low-income students at risk.
- This article claims that research suggests#160; the following root causes are to blame for disproportionality in schools:Minimal core instructionToo many interventionsLack of knowledge about assessmentsInconsistent referral processEthnic minorities and low-income students though of as not ready for school
- This article's conclusion states that districts and schools should figure out why disproportionality exists by conducting the following:Develop a school/district wide team to review root causesAnalyze disproportionality ratesSurvey culturally responsive practices
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