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[xmca] Re: Racial Disproportionality in Special Education

The highlighted article seems of interest.

On Tue, May 28, 2013 at 9:20 AM, Teachers College Record <
no-reply@tcrecord.org> wrote:

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>   [image: Subscribe Today] <https://www.tcrecord.org/Subscriptions.asp>
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>     Freely-Available This Week
> Articles
>  Addressing Racial/Ethnic Disproportionality in Special Education: Case
> Studies of Suburban School Districts<http://www.tcrecord.org/Content.asp?ContentID=16432>
> by Roey Ahram, Edward Fergus & Pedro Noguera
>  Ahram, Fergus, and Noguera explore how the social construct of the
> "normal child" is racialized through the special education processes of
> referral and classification, and subsequently produces disproportional
> representation of minority students in special education. Their analysis
> suggests a convergence of two distinctly problematic processes: (1) the
> development of racialized assumptions of cultural deficit on the part of
> education professionals that result in erroneous conceptualizations of
> disability and (2) the subsequent labeling of students in special education
> through a pseudoscientific placement process.
>  Disability Life Writing and the Politics of Knowing<http://www.tcrecord.org/Content.asp?ContentID=16433>
> by Beth A Ferri
>  Ferri asserts that contemporary disability life writing can unravel the
> myth of normalcy that undergirds many of the exclusionary practices in
> education. Autobiography requires a particular set of critical reading
> practices to fully illuminate myriad ways these texts can serve as
> important and politically grounded counternarratives to the dominant
> discourse.
>  Commentaries
>  Teach for America's Mission, Vision, and Core Values: A Closer Look
> <http://www.tcrecord.org/Content.asp?ContentID=17126>
> by Lydia Bentley
> TFA has become entrenched as a powerful force in education, shaping
> classrooms through its teachers and influencing, to some degree, how our
> society thinks about teachers as levers to address educational injustice.
> This commentary focuses on one of the means by which TFA influences
> society's conceptualization of teaching- the message that TFA broadcasts
> via its official statements on its organization's web site. While TFA's
> website is comprehensive, and the totality of text is lengthy, this paper
> limits its discussion to the mission, vision, and core values statements as
> content for review. The purpose is to uncover the implicit, and sometimes
> explicit, model that TFA puts forth as descriptive of how teachers work to
> address the inequity and inequality in education. To fulfill this purpose,
> the discussion is developed in the following order: the limitations and
> affordances of reviewing organizations' official statements are considered;
> the TFA framework is summarized in order to uncover its model of teaching
> as a lever to address inequity and inequality; TFA's framework and model
> are critiqued using selected perspectives from the literature; and, a few
> conclusions and implications are put forth.
>  Book Reviews
>  Paulo Freire's Philosophy of Education: Origins, Developments, Impacts
> and Legacies <http://www.tcrecord.org/Content.asp?ContentID=17131>
>  by Jones Irwin
> reviewed by Sarah M. Stitzlein
> ------------------------------
>  A Measure of Success: The Influence of Curriculum-Based Measurement on
> Education <http://www.tcrecord.org/Content.asp?ContentID=17130>
>  by Christine A. Espin, Kristen L. McMaster, Susan Rose, & Myra Miura
> Wayman (eds.)
> reviewed by Karina Canaba
> ------------------------------
>  Juggling Flaming Chain Saws: Academics in Educational Leadership Try to
> Balance Work and Family<http://www.tcrecord.org/Content.asp?ContentID=17129>
>  by Joanne M. Marshall, Jeffrey S. Brooks, Kathleen M. Brown, Leslie Hazle
> Bussey, Bonnie C. Fusarelli, Mark A. Gooden, Catherine A. Lugg, Latish
> Reed, & George Theoharis (eds.)
> reviewed by Azuri L. Gonzalez
> ------------------------------
>  Awakening to Race: Individualism and Social Consciousness in America<http://www.tcrecord.org/Content.asp?ContentID=17128>
>  by Jack Turner
> reviewed by Bettina L. Love
>   Editorial
> NSSE Yearbooks for 2013<http://www.tcrecord.org/Content.asp?ContentID=16979>
> by Gary Natriello
> The editors of the Teachers College Record are pleased to announce the
> NSSE Yearbooks for 2013.
> For Subscribers
> See these relevant articles online:
>  Case Studies of Minority Student Placement in Special Education<http://www.tcrecord.org/Content.asp?ContentID=14542>
> by Maya Kalyanpur
>  The Context of Minority Disproportionality: Practitioner Perspectives on
> Special Education Referral
> <http://www.tcrecord.org/Content.asp?ContentID=12562>
> by Russell Skiba, Ada B Simmons, Shana Ritter, Kristin Kohler, Michelle
> Henderson & Tony Wu
>  Although there has been extensive documentation of minority
> disproportionality in special education, there has been far less
> exploration of the variables that contribute to those racial disparities.
> This article describes a qualitative exploration in which school personnel
> reflect on the factors surrounding referral to special education, and the
> context in which minority disproportionality occurs.
>  Special Education Subgroups Under NCLB: Issues to Consider<http://www.tcrecord.org/Content.asp?ContentID=15437>
> by Suzanne Eckes & Julie Swando
>  Using data from three different states, this article examines how
> students with disabilities as a subgroup have fared under the No Child Left
> Behind Act. This study found that schools in the three states studied fail
> to make annual yearly progress most often because of the students with
> disabilities subgroup.
> Follow us on Twitter: @TCRecord
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