I found article 5 difficult to read, maybe becuase I do not have a printer, so I tried to read it all on the computer, hard to follow. I would like to read it again once I can print it Monday at work. I think it will flow better and make more sense.
Issues surrounding topic: There is an overrepresentation of African Americans in the category of MMR. The is also an overrespresentation of ESL students in the catgory of MMR. It appears that there have been too many people quick to label a student with a disability just because they struggle with the language or are poor. Though income status does not tie in to cultural or ethinicity either.
How legislation has attempted to fix the problem: It has been required that tests be done in the students primary langauge (isnt this a given?). Another option has be required that the tester uses different types of materials. One ruling banned IQ testing on African Americans, that seems extreme to me. It is also required that the levels of representation be monitored every two years. And there have been Amendments to IDEA that try to limit guidelines to labeling in order to account for how overrepresentation may have occured.
The problem as I see it is that people are too quick to throw a label on a kid. If they student does not speak fluent English and you give him a test that is ALL English you are setting him up to fail. If a student has never been inside a post office and you are asking him to describe how to mail a letter at a post office chances are he is going to get things wrong. I think the problem lies in how we are testing and the way we interrupt our information. I think that before testing any student you should get all the facts and test accordingly. Background needs to be taken into consideration before making any judgements.