This handbook provides a guide to assist African American parents of children with learning disabilities to become advocates for their children and raise awareness about learning differences. An introductory section notes the disproportionate risk of African American boys for being labeled mentally retarded and placed in special education. The…

This article questions the appropriateness of having self appointed specialists (the plaintiffs dictate to others (the school system) how to conduct their responsibilities, particularly with respect to providing children with the option of choosing to enroll in special educable mentally retarded programs. (CTM)

This article reviews the major components of Public Law 94-142 and the implications of this law for Ebonics-speaking children. (BE)

Discusses the moral exclusion of American citizens of Japanese descent during World War II. Compares perceptions of moral community, fairness, and redress for three groups. Contrasts the views of Caucasian Americans; the Nisei, interned American citizens; and the Sansei, children of Nisei born after World War II. (JS)

Discusses the historical plight of African Americans, Native Americans, and those of mixed ancestry in their fight against stereotyping, racism, and prejudice, and their fight for the right to self-identification and self-definition in the United States. Considers the various classifications of different races and the reasons for these…

Educational opportunity is often based on standardized testing and normative educational structures, which can perpetuate labeling and inequality. Rather than force students to conform to fixed expectations and models, schools must assure the delivery of educational services to all students through individualized instruction and alternative…

The Chapter 1 compensatory education program and the results of the Title 1 Sustaining Effects Study are discussed. Topics include within-case ability grouping and student achievement, quality and quantity of instruction, teacher expectations, labelling of participants, peer influences, and program eligibility criteria. (TJH)

Examines pre-first-grade programs in three New England school districts to determine why so many children cannot meet regular classroom demands. Extrayear programs are a quick fix allowing schools and communities to retain policies that permit children to be labeled, tracked, and retained. There is no substitute for a well-designed,…

Aims to foster scrupulous use of the "at-risk" label for young children by advocating clarification of the term. Proposes caveats educators should consider before applying the label. Among these are (1) risk is not static; (2) standardized test scores are not effective predictors of risk for young children; and (3) children develop in an…

Investigated relationship between peer groups and incidence of psychosocial problems among 241 adolescents. Found that group with lowest level of involvement in school activities was labeled negatively by others. Least involved group had most positive attitudes toward alcohol/drug use; lowest levels of perceived harm from alcohol/drugs; and…

This meta-analysis with literature review considers whether the self-concepts of gifted and nongifted children differ and explores the effects on self-concept of labeling a child as gifted and placing the child in special programs. Studies indicate a generally higher academic self-concept among gifted students. (SLD)

Examines the history of students who cannot do what educators want them to do, noting how educators have labeled poor performers in different periods and how these labels reflect both attitudes and institutional conditions. The paper summarizes four major historical explanations for why children fail and explores implications of this history for…

Drawing on research among medical students at the University of Cape Town's Faculty of Health Sciences, this article explores two questions: How do students and staff work with "race" in their relations to one another? What challenges do these relations pose for transformation? Data was gathered using in-depth interviews with forty-one…

This study examined 50 kindergarten teachers' perceptions of the success of students who were labeled "developmentally delayed," and of students who had not been so labeled. The term "developmentally delayed" is used to identify young children in need of early intervention. Teachers' perceptions about the teaching skills they…

Focusing on students who are often referred to as "at risk," this book discusses the theory supporting whole language learning for all students and describes, in detail, the practical strategies used to help these students become readers and writers. The book, through its explanation of theory as well as presentation of individual…