ETHNICITY AND SPECIAL-EDUCATION RESEARCH - IDENTIFYING QUESTIONS AND METHODS

This article presents questions, offers ideas, and solicits input rega rding hypotheses and methodologies needed to extend our understanding of the ethnic representation of students identified as having serious emotional disturbance (SED). Technical methods are discussed to ensure that estimates of the extent of disproportionate representation are a ccurate, technically defensible, and interpretable for purposes of fur ther research and policy decisions. Research questions and analyses ne eded to produce a better conceptual understanding of why disproportion ality occurs are explored. Societal issues are described that influenc e definitions, methods, and interpretations and will continue to influ ence capacity to respond to the problem of disproportionate ethnic rep resentation of students with SED.