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Addressing Disproportionality in Special Education Using a Universal Screening Approach (Article)

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.

Citation/Source

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.

Publication Date
2016
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Addressing Disproportionality in Special Education Using a Universal Screening Approach (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.

Citation/Source

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.

Publication Date
2016
Address
An Integrative Synthesis of Literature on Disproportionality in Special Education (PDF)

This article examines the ways in which current studies analyze disproportionality through statistical methods, and compares those analyses based on the conceptualization of covariates.

Citation/Source

Cruz, Rebecca, and Janelle Rodl. 2018. “An Integrative Synthesis of Literature on Disproportionality in Special Education.” The Journal of Special Education 52 (1); 50–63.

Publication Date
2018
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An Integrative Synthesis of Literature on Disproportionality in Special Education (PDF)

This article examines the ways in which current studies analyze disproportionality through statistical methods, and compares those analyses based on the conceptualization of covariates.

Publication Date
2018
Address
Are Black Children Disproportionately Overrepresented in Special Education? A Best-Evidence Synthesis (PDF)

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.

Citation/Source

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.

Publication Date
2017
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Are Hispanic, Asian, Native American, or Language-Minority Children Overrepresented in Special Education? (PDF)

This controversial research article argues that research does not provide empirical evidence of overrepresentation in special education for Hispanic, Asian, and Native American students. Instead, it argues that children are underidentified for special education.

Citation/Source

Morgan, Paul, George Farkas, Michael Cook, Natasha Strassfeld, Marianne Hillemeier, Wik Hung Pun, Yangyang Wang, and Deborah Schussler. 2018. “Are Hispanic, Asian, Native American, or Language-Minority Children Overrepresented in Special Education?” Exceptional Children 84 (3): 261–279.

Publication Date
2018
Address
Closing in on Discipline Disproportionality: We Need More Theoretical, Methodological, and Procedural Clarity (PDF)

This research article addresses the need to consider more deeply the contributions of applied behavior analysis assessment and intervention methods and to more clearly distinguish the influence of race/ethnicity from the influence of culture in school settings, all to avoid the pernicious effects of exclusionary disciplinary practices (e.g., expulsion and suspension)..

Citation/Source

Sprague, Jeffrey R. 2018. “Closing in on Discipline Disproportionality: We Need More Theoretical, Methodological, and Procedural Clarity.” School Psychology Review 47 (2): 196–198.

Publication Date
2018
Address
Cultural Politics, Ideology, and Methodology in Disproportionality Research: A Rejoinder (PDF)

This research article reviews recent evidence in disproportionality research and discusses methodological issues raised in the literature.

Citation/Source

Anastasiou, Dimitris, and James M. Kauffman. 2019. “Cultural Politics, Ideology, and Methodology in Disproportionality Research: A Rejoinder.” Journal of Disability Policy Studies 30 (2): 105–110.

Publication Date
2019
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Parsing the Relations of Race and Socioeconomic Status in Special Education Disproportionality (PDF)

This study examines how student and school-level socioeconomic status (SES) measures predict students’ odds of being identified for special education, particularly for high-incidence disabilities.

Citation/Source

Kincaid, Alesksis P., and Amanda L. Sullivan. 2017. “Parsing the Relations of Race and Socioeconomic Status in Special Education Disproportionality.” Remedial and Special Education 38 (3): 159–170.

Publication Date
2017
Address
Race, Response to Intervention, and Reading Research (PDF)

This article examines how perceptions of race have influenced the effectiveness of response to intervention (RTI) in addressing achievement disparities, past and present.

Citation/Source

Willis, Arlette Ingram. (2019). “Race, Response to Intervention, and Reading Research.” Journal of Literacy Research 51 (4): 394–419.

Publication Date
2019

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California Department of Education, Special Education Division's special project, State Performance Plan Technical Assistance Project (SPP-TAP) is funded through a contract with the Napa County Office of Education. SPP-TAP is funded from federal funds, (State Grants #H027A080116) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.