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Elementary School Placements of African American Students Who Are Profoundly Deaf

Harvard Graduate School of Education, cpw043{at}mail.harvard.edu

Data from the third wave (2003—2004) of the Special Education Elementary Longitudinal Study are used to generate nationally representative estimates of current school and classroom placements of elementary school—aged students who are African American and profoundly deaf. These students are found to have less access to regular schools and less access to typical classroom placements within schools than their White peers.

Key Words: civil rights • cultural diversity • multicultural issues • law or legal issues

This version was published on December 1, 2009

Journal of Disability Policy Studies, Vol. 20, No. 3, 155-161 (2009)
DOI: 10.1177/1044207309332795


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