(DOWNLOAD) "African American Students' Experiences with Special Education in Milwaukee Public Schools (Report)" by The Western Journal of Black Studies * eBook PDF Kindle ePub Free
eBook details
- Title: African American Students' Experiences with Special Education in Milwaukee Public Schools (Report)
- Author : The Western Journal of Black Studies
- Release Date : January 22, 2010
- Genre: Social Science,Books,Nonfiction,
- Pages : * pages
- Size : 247 KB
Description
The 1954 Brown v. School Board of Education case in Topeka, Kansas was a civil rights case that declared separate education as unequal and unconstitutional (Obiakor, Harris-Obiakor, Garza-Nelson, & Randall, 2005). This was significant because it had the goal of ending segregation in schools on the basis of race, and the vision of opening doors of advocacy for students with special needs (Blanchett, Mumford, & Beachum, 2005; Huefner, 2000). Today, it appears that equitable educational programming and learning are becoming far-fetched in certain spheres. For example, Katisyannis, Yell, and Bradley (2001) observed that more than 1.75 million students with exceptionalities failed to receive educational services, forcing families to seek costly educational services outside of the public sphere. Even when services are received, there seem to be inequities in identification, assessment, categorization, placement, and instruction (Obiakor, 2007). It is no wonder then, that there has been a series of laws, amendments, and reauthorizations enacted, such as the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. In some measure, the IDEIA has reinforced the adequate provision of educational services to students and has continued to ensure procedural safeguards that guarantee meaningful participation in the evaluation process. In addition, this law mandates that teachers of students with exceptionalities be highly qualified, meaning they are certified in the content areas they are teaching and they possess a bachelor's degree. Interestingly, these standards are consistent with the standards of the No Child Left Behind Act of 2001, a law that promises to make education and service providers accountable at all levels. Other provisions of the IDEIA include changes to the Individualized Education Program (IEP) and due process as they affect students, parents, and schools (Smith, 2005). Even with all these legal mandates and impositions, African American learners continue to experience inadequate and inequitable general and special education services. This is especially evident in urban cities like Milwaukee, Wisconsin. In this article, we address phenomenal special education problems in the context of Milwaukee Public Schools (MPS) and prescribe strategies to remedy them.
 "African American Students' Experiences with Special Education in Milwaukee Public Schools (Report)" by The Western Journal of Black Studies * eBook PDF Kindle ePub Free){kind=link}