Monika W. Shealey

Why Are All the Black Kids Still in Special Education? Revisiting the Issue of Disproportionate Representation

The overrepresentation of students of color in special education continues to be a prevalent, disturbing, and heavily debated problem in this country. What remains is the reality that a large number of African American students continue to be referred and placed in special education programs. On the heels of 2 reports commissioned by the National Research Council (1982, 2002) specifically addressing the issue of disproportionate representation, it seems fitting to revisit this topic through the lens of an urban elementary school attempting to translate findings from recent and relevant research to build a culturally responsive system specifically aimed at reducing disproportionate representation.

Examining the Legacy of Brown The Impact on Special Education and Teacher Practice

The Brown v. Board of Education (1954) case has left a lasting impact on the way children are educated in this country. Much has been written about the legacy of Brown as it relates to current desegregation practices, academic achievement for students of color, and school reform. This paper will examine the implications of the Brown decision on reform efforts in special education, as well as address the need for greater emphasis on teaching that reflects an understanding of the intersection of race, culture, and class.

The Promises and Perils of “Scientifically Based” Research for Urban Schools

In this age of high-stakes testing and calls for more stringent measures of accountability, urban schools face a great deal of scrutiny. In fact, the direct benefactors of school reform remain the students most at risk for not reaping the benefits of reform rhetoric. Current legislation that propels the notion of “scientifically based research” to the forefront of debate on what constitutes a high-quality education fails to contextualize the teaching and learning process in urban settings and promises to do more harm than good. This article will examine the challenges and opportunities inherent in scientifically based research and the implications for urban schools.

What Does "Highly Qualified" Mean for Urban Special Educators?.

In this article, the authors discuss the context of urban special education and the complexities of meeting the demands of standards-based reform in urban settings. The study presented highlights the voices of urban special educators in two large urban school districts as they navigate meeting the demands of teaching students with disabilities, and share their perceptions of their roles and responsibilities as a result of No Child Left Behind Act. Findings reveal several implications for educational policy and areas of future research in teacher quality and workplace conditions for urban special educators.

Special Education Teacher Candidate Assessment A Review

Teacher preparation has been under intense scrutiny in recent years. In order for preparation of special education teacher candidates to remain viable, candidate assessment practices must apply practices identified in the extant literature base, while special education teacher education researchers must extend this base with rigorous efforts to link preservice candidate assessment of knowledge, skills, and dispositions, to authentic experiences in the field, in-service professional practice, and student achievement. The authors review prior research on special education candidate assessment from 2000 to the present in three primary domains: skills and knowledge related to academics, behavior, collaboration, and transition; dispositional factors, including attitudes about disability, inclusion, and diversity; and authentic, field-based assessments, including measures of candidates’ impact on students and their induction experiences. Implications for policy and practice are provided.

A Matter of Perspectives: Studying the Persistence of Fourth-Year Urban Teachers From Two Preparation Programs

Recognizing the pressing problem of low teacher retention in urban schools, this qualitative study explores how two post-baccalaureate teacher education programs at the same university prepare cand...