ERIC ED334808: Flyer File on Culturally and Linguistically Diverse Exceptional Learners.

68 Pages·1991·2.9 MB·English

by  ERIC

DOCUMENT RESUME
ED 334 808
EC 300 608
TITLE
Flyer File on Culturally and Linguistically Diverse
Exceptional Learners.
Council for Exceptional Children, Reston, Va.; ERIC
INSTITUTION
Clearinghouse on Handicapped and Gifted Children,
Reston, Va.
SPONS AGENCY
Office of Educational Research and Improvement (ED),
Washington, DC.
PUB DATE
91
CONTRACT
RI88062007
NOTE
69p.
AVAILABLE FROM
Council for Exceptional Children, 1920 Association
Dr., Reston, VA 22091-1589 ($24.00, $16.80 members;
publication no. E106).
PUB TYPE
Information Analyses - ERIC Clearinghouse Products
(071) -- Reference Mat(rials - Bibliographies (131)
EDRS PRICE
MF01/PC03 Plus Postage.
DESCRIPTORS
Bilingual Students; *Cultural Differences; Curriculum
Development; Deafness; Dialects; Elementary Secondary
Education; English; Evaluation Methods; Hispanic
Americans; Interpreters; Language Acquisition;
*Language Handicaps; Learning Strategies; *Parent
Participation; Referral; Second Language Instruction;
*Special Needs Students; *Stuaent Evaluation;
*Teaching Methods
IDENTIFIERS
Individual Family Service Plans
ABSTRACT
This "ERIC Flyer File" presents a collection of
digests, minibiblifygraphies, excerpts
and reprints on culturally and
linguistically diverse exceptional learners. The collection of 18
items addresses 3 areas: assessment, curriculum and ilstruction, and
parent involvement. The six resources on assessment focus on young
Hispanic children with deafness, language disorders in bilingual
students, dialect differences, use of interpreters and translators,
and preventing inappropriate referrals to special education. The nine
resources on curriculum and instruction address bilingual special
education, effective instruction for children with mild disabilitier,
functional language instruction for studehts with moderate to severe
disabilities, empowering students with learning problems, English as
a Second Language in special education, impact of disability on
language acquisition, learning styles strategies, and multicultural
education. A bibliography on instruction and program development is
also provided. Three resources discuss parent involvement,
specifically communicating with culturally diverse parents, use of
ecocultural theory as a context for the Individual Family Service
Plan, and a bibliography. (JDD)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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U.S. OOPANTOINT OF moucanots
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIO0
CENTER IERIC)
eciliS document nes been reproduced
et
received from the person or orpanIzahor
originating it
0 Minor chimp's nave been mode to improm
.
reproduction (lushly
Pointe of mew or opinions slated in this docu
ment do not necessarily represent Owls
.
OERI position or policy
FLYER FILE ON
Culturally and
Linguistically Diverse
Exceptional Learners
A product of the ERIC Clearinghouse on
ERIC
Handicapped and Gifted Children
Published by The Council for Exceptional Children,
1920 Association Drive, Reston, VA 22091-1589
3
BEST COPY AVAILABLE
The Council for Exceptional Children
The Council for Exceptional Children (CEC) is the only professional
organization dedicat xl to improving the quality of education for
all exceptional children including those with disabilities and those
who are gifted. CEC is an international associatkm with approxi-
mately 55,000 members. Since its founding in 1922, CEC has
been
committed to providing exceptional students with appropriate
educational experiences designed to nurture their potential and
support their achievements. To this end, CEC has set the following
goals:
To promote the special education profession through the
establishment of professional standards of practice and
a code of
ethics for all professionals involved in the education of exceptional
persons.
To advance the education of exceptional children by
improving
access to special education for children underserved
or inappropri-
ately served, such as the gifted and talented,
young adults over
age 18, certain low incidence exceptionalities, and ethnic and
culturally diverse populations, and by extending special
education
to children who could benefit from, but are not
now considered
entitled to, special education. Examples
are children who are
abused, neglected, suicidal, drug dependent,
or who have a
communicable disease.
To improve the quality of instruction by supporting
the
development and dissemination of new knowledge, technology,
methodology, curriculum, and materials
on a worldwide basis.
As the host organization for the ERIC Clearinghouse
on Handi-
capped and Gifted Children, CEC is able to
support the publication
and dissemination of ERIC products
to special educators and others
interested in the education of exceptional children. For
more
information call 703/620-3660, The Council for Exceptional
Children, 1920 Association Drive, Reston VA 22091-1589.
Cover design adapted from art submitted by Judith C. Leemann, Student,
Class of 1989, York High School, Yorktown, Virginia.
[ERIC
Clearinghouse on Handicapped and Gifted Children
ERIC
THE COUNCIL FOR EXCEPTIONAL CHILDREN
1920 Association Drive
Reston, VA 220911589
Flyer File
(CEC
)
FAX [phone]
RESOURCES ON CULTURALLY AND LINGUISTICALLY
DIVERSE EXCEPTIONAL LEARNERS
Acknowledgments
10
Empowering Cufturahy and Linguistically
Diverse Students with Learning Problems
introduction
Jim Cummins
ESL in Special Education
11
Assessment
Nancy Cloud
Assessment and Education of Young
1
How Disability Can Affect Language
12
Hispanic Children with Deafness
Acquisition
2
Assessing Language Disorders in Bilingual
Patricia Medeiros Landurand and
StudentsBibliography
Nancy Cloud
3
Assessing the Language Difficulties of
Learning Styles Strategies Can Help
13
Hispanic Bilingual Students
Students At Rhk
Marie Carbo and Helen Hodges
4
Dialect Differences and Testing
Walt Wolfram
Multicultural Education for Exceptional
14
Children
5
Using interpretem and Translators to Meet
Donna M. Gollnick and Philip C. Chinn
the Needs of Handicapped Language
Minority Students and Their Families
15
instruction and Program Development for
Sandra H. Fradd and Diane K. Wilen
Culturally and Linguistically Diverse
Exceptional LearnersBibliography
6
Preventing inappropriate Referrals of
Sandra H. Fradd
Language Minority Students to Special
Education
Siernaz B. Garcia and Alba A. Ortiz
Parent involvement
Curriculum and instruction
16
Communicating with Culturally Diverse
7
Bilingual Special Education
Parents of Exceptional Children
Leonard M. Baca and Hermes T. Cervantes
17
Ecocuftural Theory as a Context for the
8
Effective instruction for Language Minority
individual Family Service Plan
Children with Mild Disabilities
Lucinda P. Bernheimer, Ronald Gallirnore,
Nadine T. Ruiz
and Thomas S. Weisner
9
Functional Language instruction for
Parent involvement in the Education
18
Linguistically Different Students with
Process of Culturally and Linguistically
Moderate to Severe Disabilities
Diverse Exceptional LearnersBibliography
Elva Durán
Sandra H. Fradd
ACKNOWLEDGMENTS
FAU Multifunctional Resource Center
The ERIC Clearinghouse on Handicapped and Gifted
Children acknowledges arid thanks the following agencies
Institute for Urban and Minority Education
and projects for their support and contributions to this Flyer
Merrill Publishing Company
File. The desire to disseminate useful, accurate, and up-to-
National Clearinghouse for Bilingual Education
date informafion on this topic was clearly a priority for all
concerned.
Project Innovation
The Clearinghouse thanks Bruce Ramirez, Special
The Council for Exceptional Children
Assistant for Ethnic and Multicultural Concerns, Office of
The Council for Exceptional Children's Division
the Executive Director, and The Council for Exceptional
for Early Childhood
Children's Ethnic and Multicultural Concerns Committee
for their work in conceptualizing the scope of the product
ERIC Clearinghouse on Languages and
and reviewing materials,
Linguisiics
Sincere appreciation to Sandra Berger for her
management of the project.
ERIC/OSEP Special Project
Clearinghouse on Handicapped and Gifted Children
ERIC
ME COUNCIL FOR EXCEPTIONAL CHILDREN
Flyer File
Reston, VA 22091-1589
1920 Association Drive
FAX [phone]
INTRODUCTION
Documents range in length from two to
This collection of digests, minibibliographies,
twelve pages. Formats include the following:
excerpts, and reprints on culturally and lin-
guistically diverse exceptional learners was
Research and Resource Summaries
developed as a resource for educators and
translate research into practice.
information providers. This unique collection
Minibibilographies focus on selected
addresses three areas of concern: assess-
resources for a single topic.
ment, curriculum and instruction, and parent
involvement. All of the material in this Flyer File
Digests provide concise descriptions of
is in the public domain and may be duplicated
issues, and answer questions about prac-
for use as handouts, newsletter supplements,
tices and programs.
mail enclosures, and vertical file resources.
Excerpts provide selected information
A variety of documents have been se-
from journal articles or other documents.
lected, including several that were developed
Occasional Papers are more lengthy
by other federally funded projects and ERIC
Clearinghouses. The Flyer File format pro-
treatments of topics.
vides the opportunity to extend the dissemina-
tion of these outstanding materials to new
Material may not be reproduced or dis-
audiences. Topics were selected to cover a
tributed for any commercial purpose without
written permission. Credit must be given to
variety of populations including children with
mild to severe disabilities, young children, and
the author and the sponsoring agency of any
those with communication or hearing impair-
work reproduced.
ments. Please take a moment to complete and
return the evaluation on the last page.
ERIC
CHILDREN
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RESEARCH & RESOURCES ON SPECIAL
ABSTRACT 20
OCTOBER 1988
studentsthose of Hispanic background and those with
The low achievement of two groups of
ASSESSMENT AND
educators. There are indications that
deafness or hearing impairmenthas been of concern to
EDUCATION OF YOUNG
well in sthool than students
students who are both Hispanic and deaf or hearing impaired do less
HISPANIC CHILDREN
However, the extent to which their low achievement is due
with eittm of these characteristics alone.
WITH DEAFNESS
cognitive or physical disabilities is unknown. It
to.sociai and communication factors rather than to
problems of these students are the historical outcome of
has been suggested that the academic
their interactions with the rest of society.
Children's Initiation into
Schooling the Different Ethnographic Case Studies of Hispanic Deaf
involving the assess-
Formal Schooling reports a 2-year ethnographic study of the intake process
hearing impaired 3- to
ment, placement, and educational programming of 12 Hispanic deaf and
by the following topics: (a)
3-year-olds. The report includes an annotated bibliography organized
(b) language/com-
decision making processes (assessment, placement, institutional constraints);
of lan-
munication (language development, discourse, bilingualism, sociocultural dimensions
bilingual-biculturel education, parent/child education,
guage; (c) education (special education,
anthropological/ethnographic
teachers expectations and attitudes, classroom management); (d)
and methodology; and (g)
research on deaf persons; (e) cross cultural issues; (f) research theory
forthcoming book. (Reference information is
needs assessment. The study is also the subject of a
provided at the end of this summary.)
and a public school
Case studies were conducted in two settings: a private school for the deaf
METHOD
their initial assessments through
systsm. Seven children in the private school were monitored trom
maintained with the parents
their initial 30 days in the classroom. When possible, contact was
children in the private school
throughout the 2 years of the study. Testing and placement of two other
setting, assessments of four children were monitored.
were monitored. In the public school
and the children
The perspectives of administrators, teachers, assessment personnel, parents,
Participant observation, interviews, reviews of records, and
were taken into account in the study.
of the intake process: formal
audio and video recordings were used to collect data on all aspects
written reports (including IEPs and
assessments, case conferences, teacher/parent meetings,
classroom interactions.
correspondence with state education officials), and home and
the study progresses
tinnographic methodology requires that data be reviewed and analyzed as
of the study. In this study. two important
and that these analyses be used to shape the remainder
and (b) the child's
issues evolved: (a) the interlace between the home/community and school
initiaton into formal schooling.
intake of deaf Hispanic
The project conducted a background survey of assessment practices for
completed an information
students. Four State agencies, 18 local agencies, and 25 institutions
Ethnographic methods ware
form. Of these, 14 agreed to extensive follow-up telephone interviews.
the information
used for the interview protocols: each interview was based on responses to
procedures, testing, and as-
questionnaire. The interviews yielded information about placement
the ethnicity of the popula-
sessment personnel; parent involvement, support, and education; and
tions served.
concerning the mea-
Gaps were found between policy guidelines and actual practice, especially
RESULTS
participation of parents. The
surement of the needs and abilities of the children, and the acUve
always recognized
children displayed a variety of social and communicative strategies that were r, at
professionals defined children's
by school staff nor always displayed in their presence. In general,
child who did not
identities with reference to the sociocultural world of the school. For example, a
in justifiable
cooperate in the testing situation was defined as "oppositional" rather than engaging
the experience of
resistance to the demands of the situation as experienced by the child. In fact,
reality was generally left
testing as a social situation involving the construction of a particular social
IEPs. This was often true in
out of consideration in case conferences, assessment reports, ano
classrooms as well.
environment rather than to the
The source of "problems" was attributed to the child or home
professional staff criticize
interaction between the child and classroom milieu. It was rare to hear the
doubts about its implications for the child's response to
any aspect of that milieu or to even raise
of the child in his or her
schooling. The authors noted that a more accurate understanding
valuable to teachers and
relationship to the ongoing social processes in the classroom could be very
related services personnel.
the ERIC Clearinghouse on Handicapped and Gifted Children under a
Me Council for Exceptional Children operates
Research and Improvement, U.S. Department of Educadon.
contract with the Office of Educational
4111111111
In general, Hispanic parents demonstrated considerable skill in providing strong supportive
relationships within the family for their deaf or heanng impaired children, but lacked the knowledge
needed to make their voices heard in institutional systems. Although they diligently attended intake
tests and conferences, their participation was minimal. Most Hispanic parents did not have a
thorough understanding of their role in the intake process even when, in their own view, professional
staff had made particular efforts to inform them. Most of the parents had a general and vague idea of
how different parts of the intake process related to each other or how the process itself fitted into the
overall educational system.
Staff whose role was to act as intermediary between school and parents were not always able to
be effective. They sometimes felt they were caught in conflicts between the social and cultural
worlds of the schor .-vid the children's homes and neighborhoods. These conflicts were characteris-
tic of the position:, . administrators, teachers, and testing staff in general.
School professionals were usually aggressive in defining the parameters of social relations
they seemed to believe that this was their role and would sometimes suggest that parents alter
home environments, including how to communicate with and discipline their deaf child. This was
generally either presented as "the ways things are done'' or "in the best interests of the child." In
defensive position.
response to this attitude, Hispanic parents usually found themselves in a
Many administrators were concerned with providing equal opportunities to Hispanic children and
minimal level. They were willing to explore
were aware that Hispanic parents participated on a
clientele. However, organizational rbstacles to
means of improving relations with their Hispanic
logistical difficulties caused
parent participation within both school systems were noted. There were
If
by the organizational and geographical distances between key sites in the intake process.
occurred
appropriate programs were not available within the school system, a diffusion of authority
which tended to confuse parents and defuse any objections they may have had.
The authors' recommendations include using assessment and teaching practices that take into
IMPLICATIONS
for
account the child's interactions and responses to the class environment and providing structures
increasing parent participation. Contexts for interpreting behavior should include both classroom
social
and home and should be analyzed in terms of the subject's and family's position in a larger
"appropriate
structure, including class relations and the school's assumptions about "structure" and
children
behavior." as well as about what children need to learn in preschool. It is difficult to teach
who are deaf such skills as discipline and pre-math, reading, and writing skills. Current pedagogical
comply
methods require considerable compliance to teacher direction. Those children who cannot
disturbances or
rnay fall behind or be incorrectly placed in programs for students with emotional
learning disabilities. Eoluciecrs :Ind other professionals need to be sensitized to the cultural and
communicative differences of minority groups such as Hispanics.
Paronts can play an important role in mediating differences and potential conflicts between the
There is a
social and cultural aspects of the school and the children's nomes and neighborhoods.
the law
need for strong parent organizations that make collective action a possibility. However,
rather than as a
treats parents and families as individual units isolable from their communities
encouraged.
collective force. Changes in the law are needed if effective parent participation is to be
Structures should be built into the law that ensure that parents are provided opportunities to develop
such organizations.
Overall, the authors recommend; (a) changes in legal guidelines and organizational sti uctures
training and
within special education, (b) training programs for policymakers and educators, and (c)
information programs for Hispanic parents.
Hispanic Deaf Children's Initiation into Formal Schooling. February
Schooling the Different: Ethnographic Case Studies of
Jackson Heights, New York. U.S. Department of Education Grant No.
1987. 237 pp. Adrian T. Bennett, The Lexington Center,
$19.40 (hard copy), plus postage, from ERIC Document
G008400653. Available in early 1989 for $.82 (microfiche) or
Alexandria, VA 22304 (1-800-227-3742). EC number 211 086; ED number is not
Reproduction Service, 3900 Wheeler Avenue,
yet available.
Families into Special Education. 1988. Adrian T. Bennett.
Schooling the Different: Incorporating Deaf Hispanic Children and
85000 306 8 (paperback) from Taylor & Francis, Rankine
London: Taylor & Francis. Order No. 1 85000 305X (clothbound) or 1
Road, Basingstoke, Hants RG24 OPR, UK.
Dissemination is designed to provide information about research
The ERIC/OSEP Special Project on Interagency Information
Development, Office of Special Education
in special education, in particular, researth funded by thJ Division of Innovation and
the ERIC Clearinghouse on Handicapped and Gifted
Programs, U.S. Department of Education. This product was developed by
U.S. Department of Education. The
Children under contract No. RI88062007 with the Office of Special Education Programs,
Department of Education and no official endorsement of
content, however, does not necessarily reflect the position of the U.S.
these mstenals should be inferred,
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BIBLIOGRAPHY
in Bilingual Students
Assessing Language Disorders
Language Difficulties of Hispanic
research summary entitled "Assessing the
This bibliography accompanies the
ED numbers refer to
ER1C/OSEP Special Proiect. In the references below,
Bilingual Students," published by the
by contacting the ERIC Document
generally available through the ERIC system
ERIC documents, which are
EC numbers refer to
Avenue, Alexandria, VA 22304 (1-800-227-3742).
Reproduction Service, 3900 Wheeler
be obtained from the publisher
the ECER database: these documents can
documents abstracted and indexed in
International (if the document is a
published material) or University Microfilms
(if the document is commercially
Horizons." the CEC Symposium on
of papers presented at "Reaching New
doctoral dissertation). Audiotapes
171 Madison, Denver, CO
be obtained from RemCom International,
Culturally Diverse Exceptional Children, can
$3,00 per order for shipping and handling).
80206 ($9.00 per cassette plus
children
Gemoets, J. (1988, October). A team approach to the
Alvarado, E. (1987, April). Guide to assessing
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with communication disorders: Characteristics at
tin, Department of Special Education, Education
initial assessment and at reevaluation. Austin: Uni-
Building 306, Austin, TX 78712-1290.
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Adelional references can be obtained from ERIC Computer Search Reprint No. 568, entitled "identification and
Assessment of Exceptional Bilingual Students." This search reprint, which contains abstracts from both the ERIC
and ECER databases, is available from The Council for Exceptional Children, 1920 Association Drive, Reston, VA
22091, for $16.00 ($12.80 to CEC members).
The ERIC/OSEP Special Project on Interagency Information Dissemination is designed to provide information about research
in special education, in particular, research funded by the Division of Innovation and Development. Office of Special Education
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