dc.contributor.author | Klingner, Janette K. | |
dc.contributor.author | Artiles, Alfredo J. | |
dc.contributor.author | Kozleski, Elizabeth B. | |
dc.contributor.author | Harry, Beth | |
dc.contributor.author | Zion, Shelley | |
dc.contributor.author | Tate, William | |
dc.contributor.author | Durán, Grace Zamora | |
dc.contributor.author | Riley, David | |
dc.date.accessioned | 2013-04-03T21:54:24Z | |
dc.date.available | 2013-04-03T21:54:24Z | |
dc.date.issued | 2005 | |
dc.identifier.citation | Klingner, J. K., Artiles, A. J., Kozleski, E., Harry, B., Zion, S., Tate, W., Durán, G. Z., & Riley, D. (2005). Addressing the disproportionate representation of culturally and
linguistically diverse students in special education through culturally responsive
educational systems. Education Policy Analysis Archives, 13(38). | |
dc.identifier.uri | http://hdl.handle.net/1808/10943 | |
dc.description | This is the published version, also found here: http://epaa.asu.edu/ojs/article/view/143/269 | |
dc.description.abstract | In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in
special education. The cornerstone of our approach to addressing disproportionate
representation is through the creation of culturally responsive educational systems.
Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based interventions and strategic
improvements in practice and policy to improve students’ educational
opportunities in general education and reduce inappropriate referrals to and
placement in special education. We envision this work as cutting across three
interrelated domains: policies, practices, and people. Policies include those
guidelines enacted at federal, state, district, and school levels that influence
funding, resource allocation, accountability, and other key aspects of schooling. We
use the notion of practice in two ways, in the instrumental sense of daily practices
that all cultural beings engage in to navigate and survive their worlds, and also in a
technical sense to describe the procedures and strategies devised for the purpose of
maximizing students’ learning outcomes. People include all those in the broad
educational system: administrators, teacher educators, teachers, community
members, families, and the children whose opportunities we wish to improve.
Keywords: special education; disproportionate representation; culturally responsive
education; cultural diversity; linguistic diversity. | |
dc.language.iso | en_US | |
dc.publisher | Arizona State University | |
dc.relation.isversionof | http://epaa.asu.edu/ojs/article/view/143/269 | |
dc.title | Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education | |
dc.type | Article | |
kusw.kuauthor | Kozleski, Elizabeth B. | |
kusw.kudepartment | Department of Special Education | |
kusw.oastatus | fullparticipation | |
kusw.oaversion | Scholarly/refereed, publisher version | |
kusw.oapolicy | This item meets KU Open Access policy criteria. | |
dc.rights.accessrights | openAccess | |