promoting academic progress and by working with them from a posture of cultural reciprocity; school authorities should develop effective professional development programmes for educators, which gives attention to cultural participants’ awareness, attitudes/expectations, beliefs, knowledge, and skills, as well as the socio-political contexts of education in culturally and linguistically diverse communities; schools should implement early intervention strategies as soon as learning problems are noted. To this list many others could be added. One that is particularly worthy of attention is contained in a publication by Fiedler et al. (2008), who referred to to Address Disproportionality in Special Education (CADSE). Wisconsin’s Checklist This checklist has three broad sections: Culturally responsive beliefs and practices of schools and general education classrooms. Culturally appropriate coordinated early intervening services and referral to special education. Culturally responsive IEP team decision-making evaluation and determination of eligibility. 5.2 Over-representation of Males in Special Education While there is clear international evidence of a gender imbalance in the incidence of disabilities and in special education enrolments, its causes are not so clear. In this section, the research findings showing gender differences, possible causes and educational implications will be outlined. The principal sources of information for this section are a paper by Oswald et al. (2003), with its focus on special education, and an extensive report on boys’ underachievement by Younger et al. (2005); others will be cited where relevant. It should be noted from the outset that in the field of special education, some writers portray the gender imbalance as reflecting either or both an over-identification of males and an under-identification of girls (Wehmeyer & Schwartz, 2001). Also, at least one writer (Evans, 2000) has interpreted the gender imbalance to mean that boys receive more resources than girls to help them gain more access to the curriculum.
promoting academic progress and by working with them from a posture of cultural reciprocity; school authorities should develop effective professional development programmes for educators, which gives attention to participants’ cultural attitudes/expectations, beliefs, knowledge, and skills, as well as the socio-political contexts of education in culturally and linguistically diverse communities; schools should implement early intervention strategies as soon as learning problems are noted. To this list many others could be added. One that is particularly worthy of attention is contained in a publication by Fiedler et al. (2008), who referred to Wisconsin’s Checklist to Address Disproportionality in Special Education (CADSE). This checklist has three broad sections: Culturally responsive beliefs and practices of schools and general education classrooms. Culturally appropriate coordinated early intervening services and referral to special education. Culturally responsive IEP team decision-making evaluation and determination of eligibility. 5.2 Over-representation of Males in Special Education While there is clear international evidence of a gender imbalance in the incidence of disabilities and in special education enrolments, its causes are not so clear. In this section, the research findings showing gender differences, possible causes and educational implications will be outlined. The principal sources of information for this section are a paper by Oswald et al. (2003), with its focus on special education, and an extensive report on boys’ underachievement by Younger et al. (2005); others will be cited where relevant. It should be noted from the outset that in the field of special education, some writers portray the gender imbalance as reflecting either or both an over-identification of males and an under-identification of girls (Wehmeyer & Schwartz, 2001). Also, at least one writer (Evans, 2000) has interpreted the gender imbalance to mean that boys receive more resources than girls to help them gain more access to the curriculum. awareness,
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