Experiences of Black Males with Dyslexia in the U.S. Education System
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| Title: | Experiences of Black Males with Dyslexia in the U.S. Education System |
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| Language: | English |
| Authors: | Shillingford, M. Ann, Butler, S. Kent, Mitchell, Michelle D., Heard, Nevin J. |
| Source: | Professional School Counseling. 2021 25(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | African American Students, Males, Dyslexia, Students with Disabilities, School Counselors, Counselor Role, Advocacy, Multi Tiered Systems of Support, Student Experience, Student Attitudes, Disability Identification, Student Placement, At Risk Students, Racism, Correctional Institutions, Institutionalized Persons, Ethics, Success |
| DOI: | 10.1177/2156759X211040041 |
| ISSN: | 1096-2409 |
| Abstract: | Black male students with dyslexia not proffered suitable accommodations may have their futures severely impacted by institutional barriers. Inappropriate interventions often lead to educational hardships despite students having educational prowess to achieve scholastically. This article addresses how school counselors, driven by the components of the American School Counselor Association's ASCA National Model and ASCA Ethical Standards, can serve as advocates for Black males with dyslexia by championing evidence-based multitiered systems of support designed to provide ethically sound assessments and placements. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1361751 |
| Database: | ERIC |
| Abstract: | Black male students with dyslexia not proffered suitable accommodations may have their futures severely impacted by institutional barriers. Inappropriate interventions often lead to educational hardships despite students having educational prowess to achieve scholastically. This article addresses how school counselors, driven by the components of the American School Counselor Association's ASCA National Model and ASCA Ethical Standards, can serve as advocates for Black males with dyslexia by championing evidence-based multitiered systems of support designed to provide ethically sound assessments and placements. |
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| ISSN: | 1096-2409 |
| DOI: | 10.1177/2156759X211040041 |
