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dc.contributor.authorLeFevere, April D.
dc.date.accessioned2021-09-29T18:14:32Z
dc.date.available2021-09-29T18:14:32Z
dc.date.issued2013
dc.identifier.citationLeFevere, A. D. (2013). The disproportional representation dilemma: A meta-synthesis. Unpublished Masters Thesis, M.ed. Special Education, University of Alaska Southeast.en_US
dc.identifier.urihttp://hdl.handle.net/11122/12254
dc.description.abstractA disproportionate number of students, with specific identifiable characteristics like ethnic background, race and socioeconomic conditions are being erroneously referred and placed in special education and left out of programs for the gifted and talented due to problems within the systems of both regular and special education. With a shifting in the representations of the majority ethnic group and overall increases in the number of minorities attending public school, a system built with one norm (White, middle class) and matching leadership is unable to meet the needs of a diverse population of children. Teacher training programs and district in-services for current staffs need to address the diversity teachers will face in classrooms. New ways are needed to identify and measure abilities in order to help address individual student needs along a continuum of progress to build programs based on student strengths and not deficits identified through biased means. This paper is a metasynthesis of the literature surrounding the dilemma of disproportionate representation in special education with a specific focus on over representation.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectMeta-Synthesisen_US
dc.subjectEthnic Groupsen_US
dc.subjectSocioeconomic Conditionsen_US
dc.subjectDiversityen_US
dc.subjectOver Representationen_US
dc.subjectTeacher Trainingen_US
dc.titleThe Disproportional Representation Dilemma: A Meta-Synthesisen_US
dc.typeThesisen_US
refterms.dateFOA2021-09-29T18:14:33Z
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