Students with culturally diverse backgrounds are more frequently identified as requiring services under the Individuals with Disabilities Education Act, leading to overrepresentation of students that are members of minority populations being referred to and placed in special education classrooms. The student’s race, language, gender, disability, and culture all intersect and influence the special education evaluation process. The interaction of these dimensions can impact the way a student’s academic performance, learning style, and behavior is perceived by teachers and other educators within the school system. Typically, individuals are unaware that they are viewing students through a cultural lens created by their own background and experiences within society. This inequity in the education system has drawn the attention of researchers and education professionals.
|Commitee:||Everett, Gregory, Jewell, Jeremy|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 55/06M(E), Masters Abstracts International|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be