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dc.contributor.advisorMartin, Barbara N. (Barbara Nell), 1952-eng
dc.contributor.authorBrown, Jill K.eng
dc.date.issued2012eng
dc.date.submitted2012 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on August 28, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Barbara N. Martineng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri-Columbia 2012.eng
dc.description"May 2012"eng
dc.description.abstractThe purpose of the study was to describe district practices related to reducing the overrepresentation of Black Students in the Mental Retardation/Intellectual Disability eligibility category due to inappropriate identification by examining learning processes and dissemination of knowledge. One suburban school district was purposefully selected as it no longer was identified as being significantly racially disproportionate. The researcher conducted two focus groups and three interviews. The two focus groups consisted of a total of ten K-12 special education process coordinators divided into two groups. From those focus groups, two process coordinators were chosen based upon their knowledge from the focus groups for individual interviews to gather further information one-on-one instead of in a group setting. A third individual interview consisted of an elementary special education teacher. Data were collected using audio-recorded focus groups and interview and a review of district documents. Three themes emerged from the data: 1) impact of dialogue on knowledge creation, 2) impact of dialogue on determining further district needs, and 3) implementation of district-wide initiatives for change. Implications of the study could assist other school districts who have been identified as significantly racially disproportionate.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentviii, 153 pageseng
dc.identifier.oclc872568925eng
dc.identifier.urihttps://doi.org/10.32469/10355/14980eng
dc.identifier.urihttps://hdl.handle.net/10355/14980
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectracial disproportionalityeng
dc.subjectspecial educationeng
dc.subjectrestrictive placementeng
dc.subjectpovertyeng
dc.titleAn examination of practices for reducing the overrepresentation of Black students in the mental retardation/intellectual disability eligibility categoryeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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