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• catalog abstract "There are significant disparities in the classroom experiences and educational outcomes of students placed in special education systems throughout the United States. Students without disabilities who are poor, non-European Americans or immigrants are frequently misplaced in special education programs. Moreover, when disabled or gifted and talented children from diverse backgrounds are correctly placed in special education, they often receive services that are culturally inappropriate and poorly matched to the socioeconomic, geographic, and other relevant factors which shape the context of their lives. These disturbing problems exist due to discriminatory practices that pervade the special education system. The assessment, instruction, classroom management, and counseling approaches currently in practice are, for the most part, inappropriate for the numerous poor, non-European American, immigrant, refugee, migrant, rural, and limited English-proficient students in special education programs because they have been designed for European American, middle- and upper-class, English-proficient students. Prejudice toward these children, although often unconscious, is yet another form of discrimination. When teachers refer students for evaluation for possible placement in special education programs, they are more likely to refer poor and non-European American students for placement in programs for students with disabilities and less likely to refer them to programs for the gifted and talented. Doctor Grossman discusses the forces that create and perpetuate these and other discriminatory assessment, instructional, classroom management, and counseling approaches and provides readers with workable solutions for eliminating them, though the ideas, suggestions, and conclusions described are controversial. This timely book was written for the experienced special educator, administrator, and psychologist working in special education, as well as for special educators, administrators, psychologists, and regular education teachers in training who wish to develop the skills necessary to succeed with all disabled, gifted, and talented students.".
• catalog contributor b10822820.
• catalog created "c1998.".
• catalog date "1998".
• catalog date "c1998.".
• catalog dateCopyrighted "c1998.".
• catalog description "1. The Problem -- 2. Prejudice and Discrimination -- 3. Culturally, Contextually, and Linguistically Inappropriate Special Education Services -- 4. Obstacles to Change and Solutions -- 5. Concluding Comments.".
• catalog description "Includes bibliographical references.".
• catalog description "The assessment, instruction, classroom management, and counseling approaches currently in practice are, for the most part, inappropriate for the numerous poor, non-European American, immigrant, refugee, migrant, rural, and limited English-proficient students in special education programs because they have been designed for European American, middle- and upper-class, English-proficient students. Prejudice toward these children, although often unconscious, is yet another form of discrimination. When teachers refer students for evaluation for possible placement in special education programs, they are more likely to refer poor and non-European American students for placement in programs for students with disabilities and less likely to refer them to programs for the gifted and talented. Doctor Grossman discusses the forces that create and perpetuate these and other discriminatory assessment, instructional, classroom management, and counseling approaches and provides readers with workable solutions for eliminating them, though the ideas, suggestions, and conclusions described are controversial.".
• catalog description "There are significant disparities in the classroom experiences and educational outcomes of students placed in special education systems throughout the United States. Students without disabilities who are poor, non-European Americans or immigrants are frequently misplaced in special education programs. Moreover, when disabled or gifted and talented children from diverse backgrounds are correctly placed in special education, they often receive services that are culturally inappropriate and poorly matched to the socioeconomic, geographic, and other relevant factors which shape the context of their lives. These disturbing problems exist due to discriminatory practices that pervade the special education system.".
• catalog description "This timely book was written for the experienced special educator, administrator, and psychologist working in special education, as well as for special educators, administrators, psychologists, and regular education teachers in training who wish to develop the skills necessary to succeed with all disabled, gifted, and talented students.".
• catalog extent "xiii, 90 p. ;".
• catalog hasFormat "Ending discrimination in special education.".
• catalog identifier "0398068240 (pbk.)".
• catalog isFormatOf "Ending discrimination in special education.".
• catalog issued "1998".
• catalog issued "c1998.".
• catalog language "eng".
• catalog publisher "Springfield, Ill. : C.C. Thomas,".
• catalog relation "Ending discrimination in special education.".
• catalog spatial "United States.".
• catalog subject "371.9/04 21".
• catalog subject "Discrimination in education United States.".
• catalog subject "Educational equalization United States.".
• catalog subject "LC3981 .G757 1998".
• catalog subject "Minorities Education United States.".
• catalog subject "Special education Social aspects United States.".
• catalog tableOfContents "1. The Problem -- 2. Prejudice and Discrimination -- 3. Culturally, Contextually, and Linguistically Inappropriate Special Education Services -- 4. Obstacles to Change and Solutions -- 5. Concluding Comments.".
• catalog title "Ending discrimination in special education / by Herbert Grossman.".
• catalog type "text".