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Intervention Versus Affirmation: Proposed Solutions to the Problem of Disproportionate Minority Representation in Special Education.
Peer reviewed Peer reviewed
Serna, Loretta; Forness, Steven R.; Nielsen, M. Elizabeth – Journal of Special Education, 1998
In examining the continuing problem of the disproportionate number of minority students in special education, this article urges implementation of experimentally validated interventions including: (1) early detection, primary interventions, and prereferral procedures and (2) academic as well as social competence, resiliency, and self-determination…
Descriptors: Cultural Differences, Disabilities, Disability Identification, Disproportionate Representation
Gender and Sociodemographic Factors and the Disproportionate Identification of Culturally and Linguistically Diverse Students with Emotional Disturbance.
Peer reviewed Peer reviewed
Coutinho, Martha J.; Oswald, Donald P.; Forness, Steven R. – Behavioral Disorders, 2002
Analysis of Department of Education national survey data found that school districts' sociodemographic characteristics were strongly associated with the proportion of students identified as having emotional disturbance (ED). Results also indicated a clear association between ethnicity/gender and the likelihood of being identified as having ED,…
Descriptors: Cultural Differences, Disability Identification, Elementary Secondary Education, Emotional Disturbances