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