RETHINKING AND RETOOLING TEACHER PREPARATION TO PREVENT PERPETUAL FAILURE BY OUR CHILDREN

The disproportionate representation of children of color in special an d gifted education can be conceptualized through an a-b-c analysis: an tecedent, behavior, and consequence. The focus for remedies should be shifted from antecedent conditions and the resulting behaviors to the consequences that perpetuate disproportionate representation. Educator s and policymakers should examine who is present in the schools, recon sider how teachers are recruited for training, and use the article's r ecommendations for reconfiguring preservice and inservice training.