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Essay / Research Paper Abstract
This 5 page paper highlights New York state and district statistics as it explores this significant problem. Many statistics are provided which show that more boys than girls are referred for special services. Bibliography lists 7 sources.
Page Count:
5 pages (~225 words per page)
File: RT13_SA014SEd.rtf
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Unformatted sample text from the term paper:
aptitude, there seems to be a difference. For example, girls will perform better on some tests on verbal ability whereas males seem to excel on visual-spatial skills (Healy, 1994). Those
are the facts. However, while one can see differences in terms of gender and learning, there does seem to be a problem in terms of special education. There are generally
far more males in special education programs in general than females. This is undisputed. In looking at this problem, the state of New York will be highlighted, looking at
gender differences and special education, and trying to discern whether or not New York is indeed different or the same as the rest of the country. Are different districts in
New York more biased than others? How do district statistics compare to overall state numbers? These and other questions linger. First, a look at the overall problem of gender bias
in special education is appropriate. Kleinfeld (1998) says that there is an over-representation of males in special education classes and this is generally accepted. In reviewing cognitive tests that
show gender differences, Halpern (1997 as cited in Kleinfeld, 1998) notes that males are over represented at the low-ability end of many distributions which includes some types of mental retardation
and the majority of attention deficit disorders (1998). Delayed speech, dyslexia, stuttering, and learning disabilities as well as emotional disturbances are included here(1998). Thus, many more boys than girls do
end up in special education curriculums (1998). Sometimes the percentage is startling , showing more than double the number of boys as girls in such classes (Klienfeld, 1998). Statistics show
that more than double the number of males are enrolled in such programs, and for learning disabilities in particular, the statistics reveal that over a period of several years, there
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