The Supreme Courts Failures Culminated Together - 1917 Words

For more than decades the court has continued to be pivotal in some of the biggest decisions for the social identity of America. Specifically noting that for many years the majority of Americans supported things that shaped the identity of American history (i.e. Slavery, Gay marriage, Sodomy, etc.). Erwin Chemernisky continues to examine whether the courts roles in major social issues have failed the American people or not. Erwin continues to explain that the supreme courts failures culminated together, are not only a failure for race issues in America, but also a failure to interpret the constitution effectively (21). These broad generalizations of the court flourish throughout his book, however, it is final assessment of the court that leaves the most to be contended with. Specifically noting that overall the court has done way more harm than good with regards to addressing minority issues an in wake of the warren court has continued to make flawed decisions in favor of the majorit y (53). This rhetoric must be addressed and analyzed by first looking to professor Erwin’s view of the courts take on minority, secondly analyzing his take on the court before and after the warren era and lastly addressing his support and analysis of the purpose of judicial review. Through this analysis it will become evident that Erwin Chemernisky has misinterpreted the supreme courts position as a protector of minority rights instead of the upholder and interpreter of the constitution and law.Show MoreRelatedThe Great Depression Trademarks America1544 Words   |  7 Pagesexpectations of a man of his incredible ideas . Many of the ideas FDR had culminated would have worked well in aiding the economy; however he could never execute them efficiently or at the right time. Many of FDR’s ideas for America were initiated with good intentions but fell short of their economic goals. We see this particularly when he issued one of his speeches on the backing of tariffs, he s aid â€Å"put the two together† . This is evidence that Roosevelt failed to thoroughly think through his speechesRead MoreEssay on Framers View of the Constitution1489 Words   |  6 Pagesinfancy of our nation to create the most uniquely successful geographical brotherhood that had ever been witnessed. This began with the â€Å"city on a hill†, was fueled by the American Revolution, but was culminated by the United States Constitution. Years in the making, the product of a successful war but a failure known as the Articles of Confederation, the Constitution has been the pride and joy of our nation since its creation. However, America has changed much in 235 years. 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This indicates that religion

Essay On Extension Cords - 821 Words

Following a few simple guidelines can greatly reduce your chances of experiencing any such hazards. Avoid the use of extension cords There never seems to be enough power outlets in the home to accommodate all of the appliances and gadgets that needs power to operate. This is where many people grab the extension cords as a solution to this problem. A better way to attack this problem would be to purchase a good plug strip with a 2 to 3 foot cord that you can plug in to the wall outlet and gain several more power openings a little further down the wall. You get what you pay for with these items so please do not buy the cheapest one because that is exactly what you will get. Adding a wall outlet is the best way to approach this problem but†¦show more content†¦Proper sized fuses or circuit breakers Most homes are wired with #12 awg wire that is rated for 20 amps and some have #14 awg wire which is rated for 15 amps on the lighting and branch circuits. Older homes have fuses instead of breakers. Fuses can be easily changed when one blows but many times are not replaced with the proper sized fuse for the size of wire that it feeds. This is a dangerous situation when they blow a 20 amp fuse then replace it with a 30 amp to keep it from blowing again. This puts a strain on the house wiring because the larger fuse allows the wire to carry more amps than it is legally rated to carry. If you have fuses in your home it is a good idea to this checked by a certified electrician to insure that the proper sized fuses or even circuit breakers are installed according to the size of the wire that it feeds.This would also be a good time to have the connections in the electrical panel checked and tightened to avoid any future problems. Check those drop cords for safety that you have hanging in the shop Are your drop cords safe to use? Many times the ground prong on the extension cords will be missing or broken off and this can be an accident that is waiting to happen. That third round prong on your cord is the single most important part of your drop cord to keep you safe while using power tools and any type of equipment orShow MoreRelatedExplain How Neurons Transmit Information Our Knowledge of the Nuerons Helps Us to Understand Human Behaviour1109 Words   |  5 Pagesrelated to the physical body and the mind. For that reason biology holds a much significant and important role in the study of psychology. One of the main areas of psychological studies is the mind therefore this essay aims to explain the biology of how neurons transmit information, this essay also aims to discuss how our knowledge of the ways neurons functions helps us to understand human behaviour. 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ItsRead MoreGluten, Dairy, Refined Sugars, And Caffeine2870 Words   |  12 Pages IB Diploma Extended Essay The Impacts Gluten, Dairy, Refined Sugars, and Caffeine Have on Children’s Behavior Sarah Rose December 11, 2014 Word Count: 3517 Number of Pages: 13 Abstract: The aim of this essay is to investigate the specific effects gluten, dairy, refined sugars, and caffeine has on children’s behavior. The topic evidently is under the topic of experimental science as the main focus of this essay is about the scientific reasons why dietary components unfavorablyRead MoreDrugs And Alcohol And Drugs1767 Words   |  8 Pagesreally shocked. Everyday, my Cousins help him remove the tube and clean his throat, they clean it because when he eats there s still pieces of food stuck in his throat so they help him. And My Grandma said that the doctors had to rip my Grandpa’s extension cord and his Adam Apple so he can stay healthy, and he won t be able to talk. 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Free Euthanasia Essay Example For Students

Free Euthanasia Essay Sue Rodriguez has reminded us all of our own mortality and our need to think carefully about the kind of society we want to live and to die in. Sue Rodriguez was known through the media, and her well spoken and eloquent speeches. People painfully in support of what she believed in, watched as her strength was sapped by the devastating disease (amyotrophic lateral sclerosis), and we were moved by her clear thought and her bravery as a person facing death. Here was a woman who acted on her beliefs with courage and tenacity and whose grace has enriched us all. It is no defense to point to the fact that a person has requested to be killed: No person is entitled to consent to have death inflicted upon him, and such consent does not affect the criminal responsibilities of any person by whom death may be inflicted upon the person by whom consent is given, which seems to mean that no one has a right to consent to have death inflicted on him or her. In addition, if a person causes the death o f another, the consent of the deceased does not provide the person who caused the death a defense to criminal responsibility. Is there a difference, do you think, between a person who, at a dying persons request, prepares a poison and leaves it on the bedside for that person to take, and a person who helps the patient to drink it or who administers it directly at the request of a dying person who is unable to take it personally? Is there, in short, a real distinction between killing and letting die? Well, this is the difference between passive and active euthanasia, and if you believe in euthanasia, you must decide which one is correct or even accept both to be correct depending upon the situation. We must carefully think through a number of conceptual issues. What is a person? What is death? How does the difference between active and passive function in arguments for and against euthanasia? Is there any difference between killing and letting die? Suppose the doctor agrees to withho ld treatment The justification for his doing so is that the patient is in terrible agony, and since he is going to die anyway, it would be wrong to prolong his suffering needlessly. But now notice this. If one simply withholds treatment, it may take the patient longer to die, and so he may suffer more than he would if more direct action were taken and a lethal injection given. This fact provides strong reason for thinking that, once the initial decision not to prolong his agony has been made, active euthanasia is actually preferable to passive euthanasia, rather than the reverse. Individuals have the right to decide about their own lives and deaths. Denying terminally ill patients the right to die with dignity is unfair and cruel. The golden rule requires that we allow active euthanasia for terminally ill patients who request it in certain situations. People have the right to die with dignity and lucidity. Gayle Stelter (Vancouver Sun) writes, For almost seven years I have been livi ng with cancer, mostly joyously and gratefully, but gradually seeing the disease encroaching relentlessly on my once healthy body. Throughout these years, I have thought long and hard about death and Ive discovered that its not the prospect of death itself that is so frightening, but the process of dying. So to give myself courage, I have held an option in reserve. When I can see no quality ahead, when I am capable of bidding my loved ones a coherent farewell, when I am still in control of my resources, I will enlist someones help to speed me on my journey. For those of us who may choose to leave while there is still an element of control, of coherence, may we be fortunate to have a friend, a loved one, a health professional who will use their gifts in order that we may be excused. To deny such expert guidance in this last rite would be both heartless and inhuman. Another person I had read about states: I have multiple myelomaa rare bone marrow cancerthat destroys the blood, bones, immune system, kidneys and sometimes liver and spleen. The worst of it is the disintegration of the skeletonUnless one is lucky enough to die of sepsis first, the death is long and agonizing. The act of sitting up can fracture the vertebrae and lifting the dinner tray can fracture both forearms. Who deserves that? For what principle? I believe that there are some circumstances when euthanasia is the morally correct action. I also understand that there are real concerns about legalizing euthanasia because of fear of misuse and/or overuse and the fear of the slippery slope leading to a loss of respect for the value of life. We do need to proceed with caution. Euthanasia is homicide. Some homicides are justified. Life at some point can become so unpleasant and so hopeless that virtually no one would wish to continue it, and the opponent of euthanasia must face up to this fact honestly. Suffering can take many forms, physical, mental and emotional. Not all of these are relevant to euth anasia I have not heard anyone suggest, for example, mercy killing for the clinically depressed but many are, in particular physical agony and the emotional despair of extreme disability. People have always killed themselves, for reasons that seemed good to them, and it has long been recognized that laws against suicide serve little or no purpose. This issue remains a live one with respect to euthanasia because it is plausibly pointed out that, if you have a legal right to commit suicide, and you are physically unable to do so unaided, it seems unfair to prosecute someone who helps you. Suffering and suicides are perennial factors, but todays conditions have added a host of other complications. In particular, we have medical techniques that can preserve life far beyond what would have been possible in the past. .uf927a42d78f99d290b614344c109d6d2 , .uf927a42d78f99d290b614344c109d6d2 .postImageUrl , .uf927a42d78f99d290b614344c109d6d2 .centered-text-area { min-height: 80px; position: relative; } .uf927a42d78f99d290b614344c109d6d2 , .uf927a42d78f99d290b614344c109d6d2:hover , .uf927a42d78f99d290b614344c109d6d2:visited , .uf927a42d78f99d290b614344c109d6d2:active { border:0!important; } .uf927a42d78f99d290b614344c109d6d2 .clearfix:after { content: ""; display: table; clear: both; } .uf927a42d78f99d290b614344c109d6d2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf927a42d78f99d290b614344c109d6d2:active , .uf927a42d78f99d290b614344c109d6d2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf927a42d78f99d290b614344c109d6d2 .centered-text-area { width: 100%; position: relative ; } .uf927a42d78f99d290b614344c109d6d2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf927a42d78f99d290b614344c109d6d2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf927a42d78f99d290b614344c109d6d2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf927a42d78f99d290b614344c109d6d2:hover .ctaButton { background-color: #34495E!important; } .uf927a42d78f99d290b614344c109d6d2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf927a42d78f99d290b614344c109d6d2 .uf927a42d78f99d290b614344c109d6d2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf927a42d78f99d290b614344c109d6d2:after { content: ""; display: block; clear: both; } READ: American Culture-Teenage Pregnancy Essay

Overrepresentation of Minorities and English Language Learners in Special Education

Introduction The amendments made to the Individuals with Disabilities Education Act led to the emergence of a new crisis in most American schools. Currently, most American schools suffer from an unbalanced representation of learners from linguistically and racially different settings in special education programs.Advertising We will write a custom research paper sample on Overrepresentation of Minorities and English Language Learners in Special Education specifically for you for only $16.05 $11/page Learn More Overrepresentation of minorities and English language learners in special education is a major challenge affecting the majority of schools. By 1968, over 80 per cent of students in special education came from minority groups (Samson Lesaux, 2009). Moreover, in California, Mexican Americans and African Americans had higher chances of suffering from mental problems relative to the whites. It has been hard to address these challenges through the esta blished laws. One of the factors that have made it hard for the Americans to address these challenges is a failure by policymakers to put into consideration the ever-changing miscellany in American classrooms, as they come up with new education policies (Samson Lesaux, 2009). In looking at the issue of overrepresentation, and when coming up with new reforms in the school system, policymakers have not paid adequate attention to the English language learners and the minorities. This paper will focus on the level of overrepresentation of the minority and English language learners in special education. It will also identify some of the factors that contribute to the overrepresentation and how to mitigate them. Nature of the problem The principal supposition of overrepresentation among the minority and English language learners is that when represented correctly, the ratio of the minority or English language learners in any program ought to be equal to their ratio in the broad school po pulation. Different studies have shown that â€Å"the ratio of the minority and English language learners serving in special education has changed over the last few decades† (Skiba, et al., 2011, p.266). The African-American children have higher chances of being deemed as suffering from mental retardation relative to the White children, which has contributed to the increase in the overrepresentation of minorities in special education, as more students from the minority groups are sent to schools offering special education.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the United States, special education seems to be set aside for minorities and English language learners. Most of the public schools offering special education record high numbers of minorities and English language learners (Skiba, et al., 2011). This trend has not changed since the establishment of the special educa tion program. In Arizona, Hispanic students attending schools dominated by the White students have higher chances of being placed under the special education programs relative to their White counterparts. Most of the Hispanic students are enrolled into special education programs while they do not deserve to be in such programs. In a bid to identify students who should enroll in special programs, the Americans use an approach of disability, which identifies the challenges or â€Å"disease† in the students and then tries to address the challenges through a sequence of remedies or â€Å"treatments† (Skiba, et al., 2011). Nonetheless, teachers assess students’ abilities based on other aspects and not on their capabilities. The factors used to assess students when placing them under the special education include culture, language, race, economic status, and sex (Skiba, et al., 2011). The absence of competent personnel and apposite assessment criteria in the assessmen t of minorities and English language learners contribute to the current level of overrepresentation of these students in special education. The biasness in the assessment process forces most of minorities and English language learners to enroll in special education while they have the capacity to enroll in other programs. Demographic changes With time, the United States has encountered drastic changes in demographic patterns due to immigration and changes in birth rate. By 2000, more than 281 million people resided in the United States. Over 40 per cent of this population comprised people from the minority groups. Continued immigration and increase in birth rates have led to increase in the number of people of color and minority groups in the United States (Bollmer, et al., 2007). Majority of the minority groups report higher birth rates relative to the Whites. These changes in the American demography are being reflected in the American schools.Advertising We will write a custo m research paper sample on Overrepresentation of Minorities and English Language Learners in Special Education specifically for you for only $16.05 $11/page Learn More In 2005, almost 40 per cent of the students in public schools hailed from families with diverse racial and linguistic backgrounds. About 10 million of the students came from non-English speaking families. The number of people speaking the minority languages is growing at an alarming rate relative to that of the English-speaking people. Hence, with time, the number of students from the minorities and English language learners is expected to go higher in most of the major United States’ cities. Accounting for overrepresentation The available data on â€Å"the level of overrepresentation of minorities and English language learners in special education shows that this problem still exists despite its identification many decades ago† (Skiba, et al., 2011, p.266). The current data is d rawn from nation, state, and district level, thus showing many disparities in the different geographical regions. The factors identified to account for the overrepresentation include poor performance among the minorities and English language learners, inappropriate identification, poverty, and language proficiency. Poor performance One of the factors that contribute to the current overrepresentation of minorities and English language learners in special education is poor performance. According to Townsend (2008), students from the minority groups tend to incorporate their racial challenges into the academic feat. Townsend (2008) notes, â€Å"Students from the minority groups adopt racial identities in opposition to school expectations and codes† (p.227). This habit makes it hard for students to perform well in class thus appearing to suffer from certain disabilities. Most of minorities and English language learners are academically endowed. Nevertheless, their attitude toward s academics pushes them to perform poorly. In return, most of them are sent to schools offering special education in the name of helping them improve the academic capabilities, thus their overrepresentation in these schools.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some of those engaged in the assessment process claim that if English language learners are not doing well in general education programs, there is no problem in recommending them to enroll in special education. They claim that it is only in special education programs that such students can have a chance to get individualized services, thus helping them to enhance their learning capabilities (Rueda Windmueller, 2007). Nevertheless, a majority of students enrolling in special education still do not perform admirably. A study conducted on the Spanish-speaking students proved that even after the students from the Spanish background enrolled in special education for three years, it did not help in enhancing their learning abilities (Artiles, et al., 2010). Instead, most of these students ended up performing poorly relative to how they performed in their previous placements. This aspect shows that placing the minorities and English language learners under special programs does not signif icantly help in improving their learning ability. The reasons behind this aspect include poor assessment methods used in identifying the students to place under special programs and lack of competent personnel to carry out the assessment process. Inappropriate identification Another factor that has contributed to overrepresentation of minorities and English language learners in special education is the absence of appropriate methods for identifying students that deserve special treatment. In spite of numerous schools recording an increase in the number of students from the different ethnic backgrounds, most of these students hardly get a Free and Appropriate Public Education (FAPE) as stipulated in the provisions of the Individuals with Disability Education Act (Artiles, et al., 2010). English language learners and minorities with disabilities who live in areas locked under poverty and in towns are prone to the risk of performing poorly in education since they receive biased identif ication and placement services. In spite of the American student body becoming increasingly diverse, children from the minority groups as well as English language learners still fall in the category of those suffering from mental retardation and other disabilities. Hence, most of these children enroll in special education leading to an increase in their number. Language proficiency Schools in the United States have the duty of ensuring that every child has a good command of the English language in a bid to perform effectively in classes that offer all the subjects in English. Nonetheless, the law does protect the minority groups as well as it does protect English language learners from discrimination by schools for not having a command of the English language. Schools are required to offer curriculums that would help English language learners to understand the language. Therefore, to ensure that all students fit in the American curriculum, it is imperative to evaluate them based on their English proficiency. Besides, some states recommend schools to assess if the students understand their native languages. Some children from the minorities and English language learners understand neither English nor their native language. Mahoney and MacSwan (2009) realized that at least 13 states in the United States called for their schools to ensure that English language learners knew their native language prior to their admission into the schools. The reason behind this evaluation is the belief that minorities and English language learners have poor language proficiency, which contributes to their poor performance in schools. This thorough scrutiny on language proficiency prior to enrollment leads to overrepresentation of minorities and English language learners in special education. The fact that students from the two categories are poor in either English or their native language makes it hard for them to pass the language proficiency test (Zhang Katsiyannis, 2007). It i s hard for children with poor command of English to enroll in the general classes. The classes conduct their lessons in English. By recommending English language learners and minorities with poor language proficiency to enroll in special education, the schools believe that these students can best work on their language proficiency only in special education programs. The student: teacher ratio in special education programs gives room for individualized services. Hence, teachers are capable of having close interaction with individual students thus helping them to improve their language proficiency. The majority of the minority groups have difficulties with the English language, which leads to their classification as English language learners. Moreover, most of students from the minority groups have challenges with their native language. The minority groups are made of the immigrants. Hence, most of the students were born after their parents migrated to the United States (Rueda Windmu eller, 2007). This scenario leaves them at a position where they are incapable of learning their native language. The American education policies subject individuals with challenges in both the native language and English to placement under the special education, and thus a high number of minorities and English language learners end up in special education thus adding to their overrepresentation. The reason behind placing these groups under the special education is to ensure that they receive adequate attention and support from the teachers. Poverty Poverty significantly contributes to the current rate of overrepresentation of minorities and English language learners in special education. A study on poverty analysis indicates that it leads â€Å"to different representation trends for the various disabilities† (Skiba, et al., 2011, p.266). Increase in poverty level among the minority groups forces their children to suffer from gentle mental retardation, and the opposite happen s to children with severe emotional complications. A study on the wealthy minorities proved that they are capable of tolerating emotional challenges, which is an indication that poverty contributes to the inability to use other preventative measures (Orosco Klingner, 2010). It becomes hard for families from the minority groups to apply pre and post-natal nutrition measures in addressing some of the disabilities facing their children. Eventually, their children end up exhibiting some challenges like low intelligence quotient and thus they are recommended to enroll in special education. Overrepresentation in various American states The number of the minority and English language learner students who enroll for special programs differs across the United States. For instance, in Texas, some districts have higher rates of English language learners enrolling for special education than others. According to the current trend, accessibility of language support programs and high population a mong the English language learners contribute to the current level of overrepresentation of minorities and English language learners students in special education. In a bid to understand the level of representation of English language learners in special education in Texas, Linn et al. (2008) carried out a study among the Latinos in the state. From the study, they realized that there was a high level of overrepresentation of the English language learners from the Latino group in most of the districts. Most of the schools that reported overrepresentation came from Education Service Centre (ESC) regions. In 2009, overrepresentation in special education data at the state level showed that the comparative risk ratio stood at 0.9 (Linn, 2011). A study conducted by Artiles et al. (2007) on South California schools proved that the number of English language learners was high both at the state and district levels. Inadequate aptitude in either English or the indigenous language and grade le vel is one of the factors that contribute to overrepresentation of minorities and English language learners in South California schools. Valenzuela et al. (2009) posit, â€Å"English language learners in secondary schools, as well as those with inadequate aptitude in the first and second language, are the most overrepresented in programs for students with mental retardation, learning disabilities, and language and speech impairments† (p.434). Teachers in secondary schools offer limited language support to English language learners compared to teachers in the elementary schools. Artiles et al. (2007) also learnt that English language learners were in higher chances of being categorized in the high incidence disability groups relative to the English speakers. The inclination to categorizing the English language learners under this group contributes to their overrepresentation in special education. Sullivan (2011) carried out a study on public schools in Arizona, where she learn t that the trend of overrepresentation of the minority and English language learners is still high among the students in this state. Using comparative risk ratios, Sullivan (2011) noted that the state level involvement of minorities and English language learners in special education progressively went up from 0.77 to 1.19 between 1999 and 2006. In addition, she found that there was also overrepresentation of these groups at the district level. According to Sullivan (2011), the proportion of districts that recorded overrepresentation of minorities and the English language learners in special education went up from 32 per cent to 42 per cent between 1999 and 2006. Addressing overrepresentation Overrepresentation of minorities and English language learners in special education is challenging since it has negative effects on students even with no signs of disabilities. At times, schools refer students to special education out of mere speculation that they might perform poorly or their c hances of social, economic, and academic advancements are minimal. Rather than referring the minorities and English language learners to special education, the American government ought to establish a school environment that helps the minorities and English language learners to deal with their challenges at an advanced stage, and thus help them realize academic success (Linn Hemmer, 2011). Moreover, schools ought to come up with proper assessment criteria to ensure that they do not discriminate against students from the minority groups. Conclusion Amendments made to the Individual with Disability Education Act led to the problem of overrepresentation of minorities and English language learners in special Education. In the United States, most of minorities and non-English speakers enroll for special education programs. Numerous factors contribute to the enrollment of these people in special education programs, which include poor performance, language proficiency, inappropriate ident ification strategies, and poverty. Students from minority groups and English language learners exhibit poor academic performance, which convinces policymakers to view them as academically challenged individuals, thus recommending them to enroll for special education programs. Moreover, the American schools demand that all children should pass the language proficiency test. Children from the minority groups are not proficient in English. Today, â€Å"minorities and English language learners are overrepresented in special education at the national, state, and district level† (Sullivan, 2011, p.324). In Texas, schools close to the Education Service Centers report a high level of overrepresentation of the Latino people in special education. In California, inadequate aptitude in English and native language contributes to overrepresentation of minorities and English language learners in special education. In Arizona, more students from the minority groups and non-English speakers c ontinue to enroll in special education thus adding to an already overrepresented population. References Artiles, A. J., Kozleski, E. B., Stanley T. C., Osher, D., Ortiz, A. (2010). Justifying and explaining disproportionality, 1968–2008: A critique of underlying views of culture. Exceptional Children, 76, 279–299. Artiles, A. J., Rueda, R., Salazar, J., Highroad, I. (2007). 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Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77, 317–334. Townsend, L. (2008). ‘Testing while Black’: Standards based school reform and African American learners. Remedial and Special Education, 23, 222-230. Valenzuela, S., Copeland, R., Qi, H., Park, M. (2009). Examining educational equity: Revisiting the disproportionate representation of minority students in special education. Exceptional Children, 72, 425–441. Zhang, D., Katsiyannis, A. (2007). Minority overrepresentation in special education: A persistent challenge. Remedial and Speci al Education, 23(3), 180-187. This research paper on Overrepresentation of Minorities and English Language Learners in Special Education was written and submitted by user Javon Rojas to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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