Citation

Why are African American Males Disporportionately Placed in Special Education?

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Abstract:

Why are African American males disproportionately placed in Special Education? Is it because of poverty, environment and family background? Contrary to what some might believe, these are NOT the reasons. Research indicates that cultural, racial and gender differences in the classroom, the referral process and test bias are all the reasons why African American males are disproportionately placed in Special Education. Some solutions to these problems include restructuring teacher education programs, preparing teachers to become culturally responsive; recruiting teachers of color; and recognizing and valuing individuals first. Research also recommends that schools group children by gender, alter lesson plans to account for gender differences, allow more physical movement and develop more right-brain lesson plans. Finally if educators are serious about solving the problem of disproportionately placing African American males in Special Education, then we must implement a pre-referral process and use alternative forms of assessment which are culturally responsive to this population. This presentation addresses these causes and solutions. These findings have implication of teachers, parents, teacher education programs and the African American community at large.
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Association:
Name: 95th Annual Convention
URL:
http://www.asalh.org


Citation:
URL: http://citation.allacademic.com/meta/p435575_index.html
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MLA Citation:

Stroble, Christine. "Why are African American Males Disporportionately Placed in Special Education?" Paper presented at the annual meeting of the 95th Annual Convention, Raleigh Convention Center, Raleigh, North Carolina, Sep 29, 2010 <Not Available>. 2014-11-27 <http://citation.allacademic.com/meta/p435575_index.html>

APA Citation:

Stroble, C. M. , 2010-09-29 "Why are African American Males Disporportionately Placed in Special Education?" Paper presented at the annual meeting of the 95th Annual Convention, Raleigh Convention Center, Raleigh, North Carolina <Not Available>. 2014-11-27 from http://citation.allacademic.com/meta/p435575_index.html

Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: Why are African American males disproportionately placed in Special Education? Is it because of poverty, environment and family background? Contrary to what some might believe, these are NOT the reasons. Research indicates that cultural, racial and gender differences in the classroom, the referral process and test bias are all the reasons why African American males are disproportionately placed in Special Education. Some solutions to these problems include restructuring teacher education programs, preparing teachers to become culturally responsive; recruiting teachers of color; and recognizing and valuing individuals first. Research also recommends that schools group children by gender, alter lesson plans to account for gender differences, allow more physical movement and develop more right-brain lesson plans. Finally if educators are serious about solving the problem of disproportionately placing African American males in Special Education, then we must implement a pre-referral process and use alternative forms of assessment which are culturally responsive to this population. This presentation addresses these causes and solutions. These findings have implication of teachers, parents, teacher education programs and the African American community at large.


Similar Titles:
African American Males In Special Education: The Need for Critical Multicultural Education

Disproportionate Representation of African American Males in Special Education: Parents Speak Out.

Creating Collaborative Partnerships in Special Education with African American Mothers: Resisting the Politics of Containment


 
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