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Essay / Research Paper Abstract
This 3 page paper discusses the relationship between environmental assessment (the environment/background of the student) and academic success. Bibliography lists 2 sources.
Page Count:
3 pages (~225 words per page)
File: D0_HVAcdEnv.rtf
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Discussion According to recent studies, nearly 9% of students in the U.S. "are served through special education support services, with minority populations overrepresented" (Overton, 2004, p. 147). This immediately begs
the question, why are minority students the ones who are overrepresented in this population; or to put it another way, why are they the ones at risk for academic problems
and potential failure? (Overton, 2004). Its been found that African-American children are "statistically overrepresented in special education," while Hispanic children are "overrepresented nationally in the categories of learning disabilities, hearing
impairments, and orthopedic impairments" (Overton, 2004). Experts are trying to determine why these populations in particular are not doing as well as their peers. Some of the findings are surprising.
In one study, it was determined that "the referrals to special education increased when students were in a classroom setting where a specific teacher had a propensity to refer students"
(Overton, 2004, p. 147). This perhaps speaks to the idea that the teacher was expecting problems, and so identified them, perhaps where none existed (Overton, 2004). Another study found that
students were often "underidentified" when they had behavioral or emotional problems, but then when they were identified, "minorities were overrepresented" (Overton, 2004, p. 147). In addition, it appeared that students
who were identified as having possible EBD were referred for assessment "using traditional methods ... when it was too late to help" (Overton, 2004, p. 147). Finally, decisions on whether
or not students were eligible for special services were "most problematic when team members are required to make category judgments, such as mild mental retardation, learning disabilities (LD), and EBD"
(Overton, 2004, p. 147). Thus, Overton argues, some assessment practices were not working well, with the result that the "intervention process has been merely a screening process that has become
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