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Factors Contributing to the Overrepr...

Henderson, Carmen Darlene.

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Factors Contributing to the Overrepresentation of Black Elementary Students in Special Education in Suburban Public School Settings.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Factors Contributing to the Overrepresentation of Black Elementary Students in Special Education in Suburban Public School Settings./
Author:	Henderson, Carmen Darlene.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	134 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10838640
ISBN:	9780438155138

Factors Contributing to the Overrepresentation of Black Elementary Students in Special Education in Suburban Public School Settings.
Henderson, Carmen Darlene.

Factors Contributing to the Overrepresentation of Black Elementary Students in Special Education in Suburban Public School Settings. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 134 p.

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ed.D.)--Gwynedd Mercy University, 2018.

Black students have been historically overrepresented in special education in public school settings across the United States. This dissertation explored teacher awareness, education, perceptions, practices, training, and utilization of the Intervention & Referral Service Process (I&RS) as factors contributing to the overrepresentation of Black students in special education. A convergent mixed-methods research design was employed to address two research questions centralized around the principal objectives of this study. Survey data were collected and analyzed from 112 teachers from eight public elementary schools spanning across two school districts located in the suburbs of Central and Southern New Jersey. This study revealed that 57.14% (n = 64) of teachers felt their education programs were inclusive of courses on cultural competency, and 58.92% (n = 66) of teachers were provided training in their districts on culturally responsive teaching practices. In addition, 81.25% (n = 91) of teachers perceived that their practices demon- strate culturally responsive strategies to teach Black students. In this study, 69.64% (n = 78) of teachers thought their districts had appropriate academic supports to meet Black students' needs. Teachers responded that they were not reluctant to refer Black students to their districts' I&RS process (96.42%; n = 108).

ISBN: 9780438155138Subjects--Topical Terms:

529436
Educational leadership.

Factors Contributing to the Overrepresentation of Black Elementary Students in Special Education in Suburban Public School Settings.
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300 $a 134 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Adviser: Jeanmarie Mason.
502 $a Thesis (Ed.D.)--Gwynedd Mercy University, 2018.
520 $a Black students have been historically overrepresented in special education in public school settings across the United States. This dissertation explored teacher awareness, education, perceptions, practices, training, and utilization of the Intervention & Referral Service Process (I&RS) as factors contributing to the overrepresentation of Black students in special education. A convergent mixed-methods research design was employed to address two research questions centralized around the principal objectives of this study. Survey data were collected and analyzed from 112 teachers from eight public elementary schools spanning across two school districts located in the suburbs of Central and Southern New Jersey. This study revealed that 57.14% (n = 64) of teachers felt their education programs were inclusive of courses on cultural competency, and 58.92% (n = 66) of teachers were provided training in their districts on culturally responsive teaching practices. In addition, 81.25% (n = 91) of teachers perceived that their practices demon- strate culturally responsive strategies to teach Black students. In this study, 69.64% (n = 78) of teachers thought their districts had appropriate academic supports to meet Black students' needs. Teachers responded that they were not reluctant to refer Black students to their districts' I&RS process (96.42%; n = 108).
520 $a However, teachers expressed pre-referral interventions have been effective in meeting the needs of Blacks students (68.75%; n = 77). Teachers at Central District were not fully aware of the disproportionate number of Black students receiving special education ser- vices (52.67%; n = 59), nor of racial disparity as an issue (63.39%; n = 71) in their schools. Lastly, teachers were unaware of school initiatives to reduce the number of Black elementary students referred to special education and the lack of a framework of their districts' I&RS process (83.03%; n = 93).
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