Future Research on Minority Placement in Special Education:

Future Research on Minority Placement in Special

Education:

Theoretical and Methodological Challenges

July 31, 2006

Session Description

This session focuses on future research on the disproportionate representation of minority students.

An introductory presentation will provide an overview of the theoretical and methodological paradigms used to understand and change this complex problem.

Presenters will identify gaps in this scholarship related to theory and research methods and highlight promising conceptual models and methodologies needed for the next generation of scholarship.

This session will cover both over- and under- representation of minority students across exceptionality categories.

Dr. Cathy Kea

Research InterestsKea is a teacher educator and

researcher who studies critical teaching variables, multicultural education and special education. Her current research focuses on preparing teachers to design and deliver culturally responsive instruction in urban classrooms and ways to infuse diversity throughout course syllabi and teacher preparation programs.

Teacher Education

Presentation

Moderator Dr. Cathy Kea, North Carolina A&T State University

Presenters Dr. Beth Harry, University of Miami

Dr. Stan Trent, University of Virginia

Dr. Donna Ford, Vanderbilt University

Dr. Elizabeth Kozleski, University of Colorado at Denver

Dr. Beth Harry

Research Interests Harry’s research interests focus on the

disproportionate placement of ethnic minorities in special education. She has addressed professional conferences and written articles and books on this topic, including co-authoring “Why are so many minority students in special education? Understanding race and disability in schools”. In 2003, as a Fulbright senior research fellow, Dr. Harry investigated the provision of services to minority students in Spain.

The Placement Process

Dr. Stanley C. Trent

Research Interests Stanley C. Trent is an Associate Professor of

Special Education at the University of Virginia. His current research foci include multicultural teacher training in special education, the disproportionate placement of CLD students in special education programs and programs for the gifted, inclusive education practices in urban schools, and reform in urban schools. His work related to these areas appears in several educational research journals.

In addition, he has served as a guest editor for three journal issues focusing on the education of culturally and linguistically different exceptional learners (Learning Disabilities Research and Practice, Remedial and Special Education, and Multicultural Perspectives). Furthermore, he served as an expert witness/researcher for the DOJ where he identified reasons for disproportionate placement of CLD students in programs for the mentally retarded and gifted. Currently, he is serving as expert witness and consultant for two other school districts.

Teacher Education

Dr. Donna Ford

Research Interests Gifted with emphasis on minority children and

youth; recruitment and retention of diverse students in gifted education; underachievement among diverse students; equity issues in testing and assessment; multicultural education; issues in urban education.

Donna Y. Ford, Ph.D., is Betts Chair of Education and Human Development at Vanderbilt University. She teaches in the Department of Special Education. Donna has been a Professor of Special Education at the Ohio State University, an Associate Professor of Educational Psychology at the University of Virginia, and a researcher with the National Research Center on the Gifted and Talented.

Gifted Education

Dr. Elizabeth Kozleski

Research Interests Urban School reform, disproportionate

representation of students of color in special education, systems change, University – school district partnerships; inclusionary practices; non-aversive behavior supports; self-regulation for students with affective and cognitive needs; development of communicative competence in individuals who are non-verbal.

Culturally Responsive Classroom Practices