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n m ch he a ha a s ream meandering do n a meado joins o her s reams and ga hers momen m and gro s in o a r shing rapid ha cascades o er rocks, carr ing he rocks i h i . . . . [ ]he rocks become par of he gro ing force ha , b he end of he jo rne , leads o an o come ha in re rospec seems ine i able, (Behnken, 2014, p. 95).
References Behnken, M. P., Abraham, W. T., Cutrona, C. E., Russell, D. W., Simons, R. L., & Gibbons, F. X. (2014, January). Linking early ADHD to adolescent and early adult outcomes among African Americans. Journal of Criminal Justice, 42, 95-103. Blanchett, W. J. (2006). Disproportionate Representation of African American Students in Special Education: Acknowledging the Role of White Privilege and Racism. Educational Researcher, August/September 2006, 2428. Moody, M. (2016). From Under-Diagnoses to Over-Representation: Black Children, ADHD, and the School-To-Prison Pipeline. Journal of African American Studies, 20, 152-163. 0.1007/s12111-016-9325-5 Talbert-Johnson, C. (2001, Autumn). The Quest for Equity: Maintaining African American Teachers in Special Education. The Journal of Negro Education, 70(4 African American Children with Special Needs), 286-296
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NEUROD VERS TY EXPAND N BEYOND ABE S
NTRO U N N URO V RS TY
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Di ing Deeper in o he Ne rodi er i Label
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PEC
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PORTANCE OF ACCO ODAT N NEUROD VERSE STUDENTS
AGE 61
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AGE 62
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B Samantha Molitoris
B Ma e D ea d L d e Be
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