Culturally different students in special education: Loking backward to move forward

• Autores: Donna Y. Ford
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 78, Nº. 4, 2012, págs. 391-405
• Idioma: inglés
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• Resumen

  • As the “land of opportunity” and arguably the greatest country in the world, the United States continues to change—culturally, racially, and linguistically. Reports abound regarding the changing demographics of the country and its schools. Over a 2-decade span (1989–2009), the percentage of “minority” students in public schools (referring to Hispanic American, African American, Asian American, and Native American students) increased from 32% to 45%. This trend is expected to continue, with these 4 groups soon becoming the numerical majority nationally, as is the case already in many school districts. With these changes come growing pains. Special education often receives attention, including debates and litigation, regarding disproportionality or overrepresentation, particularly among African American students (especially males). This albatross has plagued the field for decades. This article presents an overview of demographics in schools and special education, discusses overrepresentation, and provides suggestions for much-needed changes now and in the future. It is guided by the primary question: What does the future hold for Black, Hispanic, and English language learners in special education?