MINORITY-STUDENTS IN GIFTED AND SPECIAL-EDUCATION PROGRAMS - THE CASEFOR EDUCATIONAL EQUITY

Inequities in education perpetuate disproportionality. Reform should s tress the reexamination of policies and practices that produce these i nequities. Variables affecting disproportionate minority representatio n in gifted and special education programs are addressed, including th e definition of ethnicity, disability categories, and special educatio n knowledge producers. Historical research synthesis providing an in-d epth chronology of past reform efforts, current trends, proposed solut ions, legislation and litigation, and statistical outcomes for various minority groups is stressed.