Special education disproportionality in the United States, Germany, Kenya, and India

Bruce, Susan Marie; Kavita, Venkatesh

dc.contributor.author	Bruce, Susan Marie
dc.contributor.author	Kavita, Venkatesh
dc.date.accessioned	2020-06-09T07:18:59Z
dc.date.available	2020-06-09T07:18:59Z
dc.date.issued	2013
dc.identifier.citation	Disability & Society, 2014 Vol. 29, No. 6, 908–921	en_US
dc.identifier.issn	0968-7599
dc.identifier.issn	1360-0508
dc.identifier.issn	https://www.tandfonline.com/doi/pdf/10.1080/09687599.2014.880330?needAccess=true
dc.identifier.uri	http://kerd.ku.ac.ke/123456789/919
dc.identifier.uri	https://www.tandfonline.com/doi/pdf/10.1080/09687599.2014.880330?needAccess=true
dc.description	An article Published in Disability & Society Journal.	en_US
dc.description.abstract	Disproportionality in special education includes the underrepresentation and overrepresentation of children by gender, economic status, race, ethnicity, language, and culture. This article reviews literature on disproportionality in the United States, Germany, Kenya, and India. Societal views of disability, classism, racism, and inequitable assessment are among the factors that contribute to disproportionality. Preventative medicine, equitable access to resources, ethical and effective assessment procedures, and educational practices that are gender equitable and culturally responsive may reduce the problem of disproportionality.	en_US
dc.language.iso	en	en_US
dc.publisher	Disability & Society Journal	en_US
dc.subject	Disproportionality	en_US
dc.subject	Overrepresentation	en_US
dc.subject	Underrepresentation	en_US
dc.subject	Cultural competence	en_US
dc.title	Special education disproportionality in the United States, Germany, Kenya, and India	en_US
dc.type	Article	en_US