Individuals with Disabilities Education Act: Disproportionality Issues and Early Intervention Services


Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick


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The overrepresentation of minority students in special education continues to be a persistent and challenging issue in education. This is a complicated issue because it is often difficult to determine if a student is struggling in school because of a disability or, as some suggest, other factors such as poverty, limited English proficiency, or factors within the school environment, such as a lack of high quality instruction or cultural bias.

To illustrate, a 6th grade Hispanic girl who is not proficient in English may be diagnosed as having a learning disability because she is not reading at grade level. Similarly, an African American boy who may be acting out in school because of problems at home may be diagnosed as having an emotional disability. The consequences of overrepresentation have serious implications for students who may be inappropriately identified as having a disability because these students are placed in an educational track that is different than their peers which may negatively impact their academic and career outcomes. This book examines the disproportionality issues and early intervention services of the Individuals with Disabilities Education Act. (Imprint: Novinka )


Individuals with Disabilities Education Act: Standards Needed to Improve Identification of Racial and Ethnic Overrepresentation in Special Education

The Individuals with Disabilities Education Act (IDEA), Part B: Key Statutory and Regulatory Provisions
(Ann Lordeman, CRS)

Questions and Answers on Response to Intervention (RTI) and Early Intervention Services (EIS)
(U.S. Department of Education)


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