By National Research Council (U. S.), Suzanne Donovan, Christopher T. Cross
ISBN-10: 0309074398
ISBN-13: 9780309074391
ISBN-10: 0309512239
ISBN-13: 9780309512237
Exact schooling and proficient and proficient courses have been designed for kids whose academic wishes are usually not good met in common school rooms. From their inceptions, those courses have had disproportionate illustration of racial and ethnic minority scholars. What factors this disproportion? Is it an issue? "Minority scholars in exact and talented schooling" considers attainable members to that disparity, together with early organic and environmental affects and inequities in possibilities for preschool and K-12 schooling, in addition to the chances of bias within the referral and evaluate procedure that ends up in placement in unique courses. It examines the information on early early life adventure, on modifications in academic chance, and on referral and site. The ebook additionally considers no matter if disproportionate illustration may be thought of an issue. Do unique teaching programs offer important academic companies, or do they set scholars off on a direction of decrease academic expectancies? might scholars no longer now positioned in proficient and proficient courses take advantage of raised expectancies, extra rigorous periods, and the proficient label, or could they endure failure in sessions for which they're unprepared? via reading this significant challenge in U.S. schooling and making suggestions for early intervention and normal schooling, in addition to for alterations in referral and overview strategies, "Minority scholars in detailed and proficient schooling" should be an critical source to educators in the course of the state, in addition to to coverage makers in any respect degrees, from colleges and faculty districts to the nation and federal governments.
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Additional info for Minority Students in Special and Gifted Education
Sample text
In Chapter 6 we focus on the legal context and the referral process. In Chapter 7 we discuss current assessment regulations and practices in the categories of learning disabilities, mental retardation, and emotional disturbance and assessment for gifted and talented students. In Chapter 8 we consider the major challenges to existing practices and alternative approaches to assessment. In Part IV we look at improving student outcomes. In Chapter 9 we address our fourth questions: “Is placement in special or gifted and talented education a benefit or a risk?
2. Does schooling independently contribute to the incidence of special needs or giftedness among students in different racial/ethnic groups through the opportunities that it provides? 3. Does the current referral and assessment process reliably identify students with special needs and gifts? In particular, is there reason to believe that the current process is biased in terms of race or ethnicity? 4. Is placement in special or gifted and talented education a benefit or a risk? Does the outcome differ by racial/ethnic group?
These accommodations can include increasing time and opportunity through multiple presentations, more intensive instruction, or more structured learning environments. Some students may need to learn certain meta-cognitive strategies. Other students may need more modifications and THE CONTEXT OF SPECIAL AND GIFTED EDUCATION 27 changes in the curriculum or entirely different sets of programs and services. In any event, the primary components of education are designed to aid the child in accessing and progressing in general education.
Minority Students in Special and Gifted Education by National Research Council (U. S.), Suzanne Donovan, Christopher T. Cross
by Donald
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