MARC record from Internet Archive

LEADER: 04453cam 2200577 a 4500
001 ocm37465350
003 OCoLC
005 20200619050852.0
008 970811s1998 ilu b 000 0 eng
010 $a 97029378
040 $aDLC$beng$cDLC$dYDXCP$dBTCTA$dGEBAY$dILU$dOCLCF$dOCLCQ
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035 $a(OCoLC)37465350
043 $an-us---
050 00 $aLC3981$b.G757 1998
082 00 $a371.9/04$221
100 1 $aGrossman, Herbert,$d1934-
245 10 $aEnding discrimination in special education /$cby Herbert Grossman.
260 $aSpringfield, Ill. :$bC.C. Thomas,$c©1998.
300 $axiii, 90 pages ;$c26 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references.
505 00 $g1.$tThe Problem --$g2.$tPrejudice and Discrimination --$g3.$tCulturally, Contextually, and Linguistically Inappropriate Special Education Services --$g4.$tObstacles to Change and Solutions --$g5.$tConcluding Comments.
520 $aThere 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.
520 8 $aThe 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.
520 8 $aThis 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.
650 0 $aSpecial education$xSocial aspects$zUnited States.
650 0 $aDiscrimination in education$zUnited States.
650 0 $aMinorities$xEducation$zUnited States.
650 0 $aEducational equalization$zUnited States.
650 7 $aDiscrimination in education.$2fast$0(OCoLC)fst00895037
650 7 $aEducational equalization.$2fast$0(OCoLC)fst00903418
650 7 $aMinorities$xEducation.$2fast$0(OCoLC)fst01023119
650 7 $aSpecial education$xSocial aspects.$2fast$0(OCoLC)fst01128887
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
650 07 $aSonderschule.$2swd
650 07 $aDiskriminierung.$2swd
650 07 $aSonderpädagogik.$2swd
651 7 $aUSA.$2swd
776 08 $iOnline version:$aGrossman, Herbert, 1934-$tEnding discrimination in special education.$dSpringfield, Ill. : C.C. Thomas, ©1998$w(OCoLC)605337700
938 $aBaker and Taylor$bBTCP$n97029378
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948 $hHELD BY P4A - 225 OTHER HOLDINGS