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Thursday, June 23, 2016
Wednesday, June 22, 2016
Ripple Effect - Digital tools to address non-academic factors in school success
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Ripple Effects Research at Work
There will be many videos that explain the strategies used in the Ripple Effects Research.
Ripple Effects Research at Work
There will be many videos that explain the strategies used in the Ripple Effects Research.
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Monday, May 2, 2016
Culturally Responsive Teaching
Disproportionality
What is Disproportionate Representation
The Importance of Understanding and Responding Appropriately
Disproportionality is important because, in some cases, it may signal the presence of bias in the identification of children with disabilities; and inappropriately identifying children as disabled is harmful. For example, there is some evidence that, all other things being equal, African American boys who go to school in predominantly white school districts are much more likely to be identified as students with EBD than are their white peers (Coutinho, et al., 2002). Some researchers have suggested that educators have a tendency to label children who “stand out” from the general population; in this case, children who “stand out” because of their race/ethnicity may be identified as EBD even though their behavior is not significantly different from their white peers (Oswald, Coutinho, & Best, 2002). To the extent that such inappropriate identification occurs, educators are compelled on ethical, moral, and now regulatory grounds to actively work to overcome it.
There are also some situations that suggest that disproportionality in fact reflects differential susceptibility across race/ethnicity subgroups. Some research suggests that minority children in largely white communities may have increased rates of disability, not because they “stand out” but because of the inherent stress of living as a member of a minority group. There are clear indications, for example, that the risk for schizophrenia is markedly increased for individuals living as minorities (Boydell, et al., 2001). This finding is important because it may suggest ways that the environment could be altered to reduce the vulnerability. If we could understand what it is that is so stressful or toxic about living as a substantial minority in a largely homogenous community, it may be possible to design supports or teach coping strategies that would reduce the risk of disability.
Previous work suggests that disproportionality is exacerbated when considering gender. There is considerable evidence that females are less likely than males to be identified as disabled, regardless of ethnic group (Oswald, Best & Coutinho, 2006). In general, the unequal rates of identification by gender in special education have generated very little controversy. However, a recent study about outcomes described many differential gender effects that favor males who received special education services, including a greater likelihood of high school completion, higher earnings, job benefits, and satisfaction with their jobs (Coutinho, Oswald & Best, 2006). Under-identification may signal that some females who need services are denied specially designed instruction, and those who are identified may not receive appropriately differentiated and improved services for a successful transition to adult life.
Educators’ experiences over the past decades have demonstrated that disproportionality is not a problem that is easily solved, nor can it be successfully ignored. The issue is politically charged and discussion can quickly become heated and divisive. Nonetheless, experience also suggests that a thoughtful analysis of empirical data, in the context of an explicit conceptual framework, can move the field forward and can help to maintain focus on a universally shared goal: the improvement of educational experiences and outcomes for all children with disabilities.
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