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The second edition of this powerful book examines the
disproportionate placement of Black and Hispanic students in
special education. The authors present compelling, research-based
stories representing the range of experiences faced by culturally
and linguistically diverse students who fall in the liminal shadow
of perceived disability. They examine the children's experiences,
their families' interactions with school personnel, the teachers'
and schools' estimation of the children and their families, and the
school climate that influences decisions about referrals to special
education. Based on the authors' 4 years of ethnographic research
in a large, culturally diverse school district, the book concludes
with recommendations for improving educational practice, teacher
training, and policy renewal.
Bringing to life the voices of children, families, and school
personnel, this bestseller describes in detail the school climates
and social processes that place many children of color at risk of
being assigned inappropriate disability labels. Now in its third
edition, this powerful ethnographic study examines the placement of
Black and Hispanic students in the subjectively determined,
high-incidence disability categories of special education. The
authors present compelling narratives representing the range of
experiences faced by culturally and linguistically diverse students
who fall under the liminal shadow of perceived disability. This
edition updates the literature on disproportionality, highlighting
the deeply embedded and systemic nature of this decades-old pattern
in which reforms represent mere shifts across disability
categories, while disproportionality remains. Applying lenses of
cultural-historical and critical disability theories, this edition
expands on the authors' previous theoretical insights with updated
recommendations for improving educational practice, teacher
training, and policy renewal.Book Features: A unique examination of
the school-based contributors to disproportionality based on
research conducted in a large, culturally diverse school district.
Holistic views of the referral and placement process detailing
students' trajectories across 4 years from initial instruction to
referral, evaluation, and placement in special education. An update
on the patterns and literature related to disproportionality.
Analysis of the cultural-historical nature of disproportionality
and the socially constructed nature of the high-incidence
disability categories. Recommendations for changing the
conceptualization of children's learning difficulties, moving away
from the presumption of children's intrinsic deficits toward
evaluations based on human variation.
Bringing to life the voices of children, families, and school
personnel, this bestseller describes in detail the school climates
and social processes that place many children of color at risk of
being assigned inappropriate disability labels. Now in its third
edition, this powerful ethnographic study examines the placement of
Black and Hispanic students in the subjectively determined,
high-incidence disability categories of special education. The
authors present compelling narratives representing the range of
experiences faced by culturally and linguistically diverse students
who fall under the liminal shadow of perceived disability. This
edition updates the literature on disproportionality, highlighting
the deeply embedded and systemic nature of this decades-old pattern
in which reforms represent mere shifts across disability
categories, while disproportionality remains. Applying lenses of
cultural-historical and critical disability theories, this edition
expands on the authors' previous theoretical insights with updated
recommendations for improving educational practice, teacher
training, and policy renewal.Book Features: A unique examination of
the school-based contributors to disproportionality based on
research conducted in a large, culturally diverse school district.
Holistic views of the referral and placement process detailing
students' trajectories across 4 years from initial instruction to
referral, evaluation, and placement in special education. An update
on the patterns and literature related to disproportionality.
Analysis of the cultural-historical nature of disproportionality
and the socially constructed nature of the high-incidence
disability categories. Recommendations for changing the
conceptualization of children's learning difficulties, moving away
from the presumption of children's intrinsic deficits toward
evaluations based on human variation.
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