This activity book was developed for African American families after the tragic events of September 11, 2001. The hands-on activities and materials provide parents the resources to help students cope with extraordinary crises. Leaders of national African American organizations as well as health professional helped to identify information and strategies that would be meaningful to families coping with crisis. Contents and activities included: 1. Inspire Hope in Your Child 2. Be Still and Listen to Your Child 3. Support, Comfort, and Love You Child 4. Give you Child information that is Age-Appropriate 5. Help You Child Feel Safe 6. Make a Plan for Your Child for Emergencies 7. Help Your Child Feel Good about Himself 8. Pay Attention to What Your Child Watches on TV 9. Share you Faith with Your Child
Eunice Kennedy Shriver National Institute of Child Health and Human Development & National Black Development Institute. 2003.An Activity Book for African American Families: Helping Children Cope with Crisis. Rockville, Maryland: National Institute of Child Health and Human Development (NICHD) https://www.nbcdi.org/sites/default/files/resource-files/Activity%20Book%20for%20African%20American%20Families%20-%20Helping%20Children%20Cope%20with%20Crisis_0.pdf
This study compared students identified as at-risk to those presently receiving special education services within a nationally representative sample of 4,946 children. The study sought to address disproportionate representation at the referral stage of the identification process, particularly for those students at risk for a behavioral or emotional difficulty.
Dever, Bridget, Tara Raines, Erin Dowdy, and Cody Hostutler. 2016. “Addressing Disproportionality in Special Education Using a Universal Screening Approach.” The Journal of Negro Education 85 (1): 59–71.
This study compared students identified as at-risk to those presently receiving special education services within a nationally representative sample of 4,946 children. The study sought to address disproportionate representation at the referral stage of the identification process, particularly for those students at risk for a behavioral or emotional difficulty.
Dever, Bridget, Tara Raines, Erin Dowdy, and Cody Hostutler. 2016. “Addressing Disproportionality in Special Education Using a Universal Screening Approach.” The Journal of Negro Education 85 (1): 59–71.
This controversial research article argues that the research does not provide empirical evidence of overrepresentation in special education for Black students. Instead, it argues that Black children are underidentified for special education.
Morgan, Paul, George Farkas, Michael Cook, Natasha Strassfeld, Marianne Hillemeier, Wik Hung Pun, and Deborah Schussler. 2017. “Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis.” Exceptional Children 83 (2): 181–198.
This article discusses the fact that this is the first time the California Department of Education has broken down absenteeism rates by reasons for students missing school. The data shows that black students have a much higher rate of unexcused absences from school than their white peers. The data covers the school years 2017-18 and 2018-19.
Jones, C., Willis, D.J. 2020. New California absenteeism data shows big discrepancies between white, Black students. Oakland, California: EdSourcehttps://edsource.org/2020/new-california-absenteeism-data-shows-big-discrepancies-between-white-black-students/645485
The authors analyzed the delayed identification of Black and Latinx students post elementary school and the disproportionate eligibility outcomes as compared to their white peers.
Cruz, R., and Firestone, A. (2022) Understanding the Empty Backpack: The Role of Timing in Disproportionate Special Education Identification. Sociology of Race and Ethnicity, Vol. 8(1) 95–113
This articles explains why teachers of color are important to the teaching workforce: Teachers of color force classrooms to break down negative stereotypes, help students understand and confront racism, and prepare students to live in a multicultural society.
Edutopia, (2020).
