Inequities in education perpetuate disproportionality. Reform should stress the reexamination of policies and practices that produce these inequities. Variables affecting disproportionate minority representation in gifted and special education programs are addressed, including the definition of ethnicity, disability categories, and special education knowledge producers. Historical research synthesis providing an in-depth chronology of past reform efforts, current trends, proposed solutions, legislation and litigation, and statistical outcomes for various minority groups is stressed.
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