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Factors Contributing to the Overrepresentation of Black Elementary Students in Special Education in Suburban Public School Settings.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Factors Contributing to the Overrepresentation of Black Elementary Students in Special Education in Suburban Public School Settings./
作者:	Henderson, Carmen Darlene.
面頁冊數:	1 online resource (134 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780438155138

Factors Contributing to the Overrepresentation of Black Elementary Students in Special Education in Suburban Public School Settings.
Henderson, Carmen Darlene.

Factors Contributing to the Overrepresentation of Black Elementary Students in Special Education in Suburban Public School Settings. - 1 online resource (134 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ed.D.)--Gwynedd Mercy University, 2018.

Includes bibliographical references

Black students have been historically overrepresented in special education in public school settings across the United States. This dissertation explored teacher awareness, education, perceptions, practices, training, and utilization of the Intervention & Referral Service Process (I&RS) as factors contributing to the overrepresentation of Black students in special education. A convergent mixed-methods research design was employed to address two research questions centralized around the principal objectives of this study. Survey data were collected and analyzed from 112 teachers from eight public elementary schools spanning across two school districts located in the suburbs of Central and Southern New Jersey. This study revealed that 57.14% (n = 64) of teachers felt their education programs were inclusive of courses on cultural competency, and 58.92% (n = 66) of teachers were provided training in their districts on culturally responsive teaching practices. In addition, 81.25% (n = 91) of teachers perceived that their practices demon- strate culturally responsive strategies to teach Black students. In this study, 69.64% (n = 78) of teachers thought their districts had appropriate academic supports to meet Black students' needs. Teachers responded that they were not reluctant to refer Black students to their districts' I&RS process (96.42%; n = 108).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438155138Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Factors Contributing to the Overrepresentation of Black Elementary Students in Special Education in Suburban Public School Settings.
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502 $a Thesis (Ed.D.)--Gwynedd Mercy University, 2018.
504 $a Includes bibliographical references
520 $a Black students have been historically overrepresented in special education in public school settings across the United States. This dissertation explored teacher awareness, education, perceptions, practices, training, and utilization of the Intervention & Referral Service Process (I&RS) as factors contributing to the overrepresentation of Black students in special education. A convergent mixed-methods research design was employed to address two research questions centralized around the principal objectives of this study. Survey data were collected and analyzed from 112 teachers from eight public elementary schools spanning across two school districts located in the suburbs of Central and Southern New Jersey. This study revealed that 57.14% (n = 64) of teachers felt their education programs were inclusive of courses on cultural competency, and 58.92% (n = 66) of teachers were provided training in their districts on culturally responsive teaching practices. In addition, 81.25% (n = 91) of teachers perceived that their practices demon- strate culturally responsive strategies to teach Black students. In this study, 69.64% (n = 78) of teachers thought their districts had appropriate academic supports to meet Black students' needs. Teachers responded that they were not reluctant to refer Black students to their districts' I&RS process (96.42%; n = 108).
520 $a However, teachers expressed pre-referral interventions have been effective in meeting the needs of Blacks students (68.75%; n = 77). Teachers at Central District were not fully aware of the disproportionate number of Black students receiving special education ser- vices (52.67%; n = 59), nor of racial disparity as an issue (63.39%; n = 71) in their schools. Lastly, teachers were unaware of school initiatives to reduce the number of Black elementary students referred to special education and the lack of a framework of their districts' I&RS process (83.03%; n = 93).
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