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This powerful book examines the disproportionate placement of Black and Hispanic students in particular education. The writers present compelling stories representing the range of experiences that culturally and linguistically diverse students are apt to face in school. They consider in detail the childrenÂ’s experiences, their familiesÂ’ interactions with school personnel, the teachersÂ’ and schoolsÂ’ estimation of the children and their families, and the school climate that influences conclusions in regards to referrals. Based on the authorsÂ’ work in a large, culturally diverse school district, the book concludes with recommendations for bettering instructional exercise and teacher training and for policy renewal.

Features:
* Examples that disclose how social processes and stereotypical expected values ofttimes lead to an inaccurate identification of disability.
* Real-life portraits showing that “risk” exists in schools, not only in families and communities.
* Recommendations for bettering the placement process, including provisions based on a demonstrated need, rather than on a disability classification.

About the AuthorBeth Harry is a professor of special education in the Department of Teaching and Learning at the University of Miami, Florida. She is the author of Cultural Diversity, Families, and the Special Education System.

Janette Klingner is an associate professor at the University of Colorado, Boulder.

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0 of 0 people found the following review helpful.
Little practical guidance,
By ShannonAnna
The writers of this book purposed to describe the disparity in special education placement amid minority and non-minority students. Most of the text concentered on case studies in 12 schools, exploring elements such as interactions among families and staff, experiences of students, assumptions (both rectify and incorrect) made by school staff with regards to students and their families and communities, and school atmospheres in which each of the former elements was observed. One of the key themes was succinctly stated by the authors: “The paradox arises when the classification system, rather of serving those in need, does them dandier harm” (p. 13). This book examined that complex paradox, illustrating cases in which the referral to particular education served those in need and in which it did more injure than good.

After supplying a macro-view of the issue in the original chapter, the writers achieved their aim best in the personal vignettes which offered clear or deep perception into the experiences, biases, and challenges of each stakeholder in special education referrals: teachers, administrators, students, and parents/guardians. The initial focus was on 12 schools, and then the writers honed in on 12 person students as the book progressed. The chapters examined the school setting and administrative structures in Chapters 2 and 3, the classroom environs in Chapter 4, the deviations in perspective among school staff and families in Chapter 5, the decision-making procedure of referrals to and eligibility for special education in Chapter 6, issues pertaining to English language learners in Chapter 7, the paradox of classification through student case studies in Chapters 8-10, the gain (or lack thereof) of special education services in Chapter 11, and the authors’ recommendations in Chapter 12. Chapter 4 was particularly strong for classroom teachers because it applied to those components most directly in their control: personal biases, instructing styles, and management systems. I Chapter 5 was also to a considerable degree applicable for teachers as they consider how to in a positive manner talk about students’ families with other colleagues while setting detached biases, peculiarly for students who engaged in a struggle and/or from a low-income and/or minority background.

The end of each chapter contained a conclusion division which summarized the discussion for that chapter, more succinctly stated the problem at hand, and offered some suggestions. Most of the recommendations, however, were kept until the final chapter of conclusions. The recommendations spanned from school-level suggestions (e.g., assigning students to classes and teachers in reasonable ways) to federal recommendations (e.g., eliminating the IQ-discrepancy formula for LD). For classroom teachers, though, most were outside of their control, with the exception of those relating to IEP meetings. Moreover, a great deal of recommendations contradicted each other: a federal recommendation on page 175 to grant special education to be provided to any student who needs services no matter of disability is followed on page 181 with the suggestion that class size be decreased in particular education, and the writers provide no comprehensible statement for how to remainder both those recommendations. Additionally, two of the firmest recommendations (emphasizing academic growth over the meeting of an sheer bar, re-creating a remainder of power in relationships amidst schools and families) didn’t provide sufficient elaboration for any person reading the book to utilise those recommendations without further exploration to determine what they mean and what they would look like in practice.

This book would be most beneficial to undergrad students or new teachers. Additionally, it could provide utile real-world context for policy-makers and district-level staff who have little direct experience in particular education. It distinctly (and at times redundantly) describes the problem at hand without watering down the complexity and multi-faceted nature of the issues at play. While the recommendations offered in the final chapter do have their shortcomings, this could be construed as a strength as well as a weakness. This problem has no easy fixes, and any book providing sure-fire solutions would lack any believability or grounding in the reality that not only are minorities overrepresented in particular education but likewise “in a lot of of the society’s most damaging circumstances” (p. 182).

For most experienced educators, though, it is the solutions that are necessitated (albeit not oversimplified or cursory ones), and the lack of meaningful, classroom-based solutions was the greatest weakness of this book. Educators seldom need more examples that typify the problem or illustrations of bias; what is missing out from the present body of research, from instructional practice, and in big share from this book is the “what now?” piece. This is ominous because educators many times know the difficulties firsthand; they just don’t recognise what to do with them. Furthermore, as the writers focalized on 12 students, it seems – from what they said when it comes to choosing the children and, even more so, from what they didn’t say (i.e., they didn’t assert to have tried to capture a cross-section of the population) – that they chose the 12 cases that would best aid their hypotheses with regards to student referrals and services. Twelve examples from 12 schools provided anecdotal support for the authors’ arguments, but the isolated experiences of such a little group provide little proof for systemic issues. Another weakness was that there were various places, including one section starting on page 107 titled “High-Stakes Testing as a Filter for a Disability,” that infer that high rates of referrals are driven by testing; however, these divisions are outdated due to NCLB changes that include the majority of students with disablements in testing. While the writers did mention this issue in a footnote on page 176, much of the info prior to that with regard to testing was outdated and didn’t include any footnotes. Finally, the writers emphasized the disservice rendered to engaged in a struggle students who don’t meet the qualifications for special education, ofttimes then slipping through the cracks, and attributed the blame for that to a deficiency in particular education; conversely, though, one could argue that this is a failure of the lack of differentiation in popular education rather of the ruination of the particular education classification system.

I intend to commend this book as a text to be read for the duration of training for pre-service special education teachers, so I do see it is benefit. However, as one who expected to take more away from it than I did, it was a disappointment. It stated little that I didn’t already know, and the conclusions and solutions it offers fell short in my estimation. The writers did a decent occupation in attempting what they set out to accomplish, but they would have been more effective if they chose a littler focus area rather of attempting to explore multiple areas at a superficial level. On page 104, the writers mention that “school personnel readily sought the source of the children’s difficulties in their home environments but seldom in their school environments.” I feel that the writers were guilty of the same: focusing too little on the school environment. I think the book could have been more useful, particularly to those in the classroom, if it expended more time analyzing what could be done differently in classroom environments in both usual education and special education.

0 of 15 persons found the following review helpful.
Why are so a lot of minority students in particular education?: Understanding Rady & Disability in schools
By Karen Gray
I genuinely can’t give you a written review of this book because I purchased it for a professor to use for their class.

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