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The Journal of Special Education
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The Disproportionate Representation of Minority Students in Special Education

Responding to the Problem

Eugene C. Valles

San Diego State University

This article identifies specific content that teacher trainers in special and general education should consider incorporating into preservice training programs in an effort to address the over- and underrepresentation of culturally and linguistically diverse students in special education programs. The development of multicultural education as a body of knowledge and the continuing work in bilingual education on issues related to effective teaching strategies for working with language-minority and second-language learners suggest a variety of approaches for all students. Contributions from these fields can be of benefit in developing effective practices and programs for diverse special needs learners. Examination of this work and its application in special education settings is suggested.

The Journal of Special Education, Vol. 32, No. 1, 52-54 (1998)
DOI: 10.1177/002246699803200110
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