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Addressing Inequity in Special Education: An Integrated Framework for Culturally Responsive Social Emotional Practice
Psychology in the Schools
Format: Journal Article
Publication Date: Nov 30, 2016
Pages: 1245 - 1251
Sources ID: 89776
Notes: Accession Number: EJ1161277; Acquisition Information: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:; Language: English; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2017DOI 10.1002/pits.22073; ISSN 0033-3085DOI 10.1002/pits.22073; ISSN 0033-3085DOI 10.1002/pits.22073; ISSN 0033-3085
Visibility: Public (group default)
Abstract: (Show)
Despite great strides toward equity and inclusion of all students, the disproportionate representation of students from culturally and linguistically diverse (CLD) backgrounds has been an issue of concern within the field of special education for decades. Of particular concern is the disproportionate representation of students from CLD backgrounds among students served within the category of emotional disturbance and students faced with exclusionary disciplinary decisions. This paper presents an overview of literature related to school- and teacher-based factors that contribute to these issues of disproportionality. It concludes with the recommendation for an integrated framework of culturally responsive practice and social emotional learning as an approach to target these factors. [ABSTRACT FROM AUTHOR]; Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)