ERIC ED431275: Multiple Voices for Ethnically Diverse Exceptional Learners, 1999.

72 Pages·1999·1 MB·English

by  ERIC

DOCUMENT RESUME
EC 307 257
ED 431 275
Ford, Bridgie Alexis, Ed.
AUTHOR
Multiple Voices for Ethnically Diverse Exceptional Learners,
TITLE
1999.
Council for Exceptional Children, Reston, VA.
INSTITUTION
ISBN-0-86586-295-8
ISBN
1999-00-00
PUB DATE
71p.; Issued annually.
NOTE
Council for Exceptional Children, 1920 Association Dr.,
AVAILABLE FROM
Reston, VA 20191-1589 (Stock No. D5310).
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Asian Americans; Blacks; Cultural Awareness; *Cultural
DESCRIPTORS
Differences; Cultural Influences; *Disabilities; *Diversity
(Student); Elementary Secondary Education; Evaluation
Methods; Gifted; Language Minorities; Minority Group
Children; *Minority Groups; Pacific Islanders; Poetry;
Referral; School Psychologists; Special Education; *Student
Needs; Talent; Test Reliability; Test Validity; Transitional
Programs
ABSTRACT
This publication is designed to address new paradigms such
as research, policies, and daily school practices which tend to reduce or
perpetuate inequities in educational opportunities for culturally and
linguistically diverse individuals with disabilitles and/o_: gifts and
talents. This particular issue includes articles that discuss referrals of
language minority students, transition services, and critical educational
issues and possible solutions to deal with problems confronting Asian/Pacific
"School Psychologists' Perspectives
Islander students. Articles include (1)
on Referrals of Language Minority Students" (Salvador H. Ochoa and others);
"Transition for Culturally and Linguistically Diverse Youth with
(2)
"Written
Disabilities: Closing the Gap" (Gary Greene and Phylis Nefsky);
(3)
Communication in Special Education: Meeting the Needs of Culturally &
"Review
Linguistically Diverse Families" (Rosalie S. Boone and others);
(4)
of The McIntyre Assessment of Culture (MAC)" (Gwendolyn Webb-Johnson and Mary
"Focus on Critical Issues in the Education of Asian and
Anderson);
(5)
"Enhancing
Pacific Islander Exceptional Learners" (Helen Bessent Byrd);
(6)
Verbal Skills of African-American Students with Disabilities through Poetry:
"Debunking the
A Valuable Tool for Speech Pathologists" (Stacey Pryor);
(7)
Myths in Ethnic Minority Publications: A Rebuttal to Spooner, et al." (Laura
"Professional Publications of Ethnic Minority Scholars:
Zionts); and (8)
Setting the Record Straight" (Festus Obiakor and others). Each article
includes references.
(CR)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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FOR
ETHNICALLY
DIVERE
EXCEPTIONAL
LEARNERS
U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office of Educational Research and Improvement
ED CATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
CENTER (ERIC)
BEEN GRANTED BY
This document has been reproduced as
1999
received from the person or organization
G-{e_ec
47:
originating it.
0 Minor changes have been made to
Improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
° Points of view or opinions stated in this
BRIDGIE ALEXIS FORD
INFORMATION CENTER (ERIC)
document do not necessarily represent
official OERI position or policy.
EDITOR
r-
A PUBLICATION OF THE
v.)
DIVISION FOR CULTURALLY AND
0
LINGISTICALLY DIVERSE
EXCEPTIONAL LEARNERS
2
BESTCOPYAVAILABLE
MULTIP
VOICES
FOR
ETHNICALLY
DIVERSE
EXCEPTIONAL
LEARNERS
1999
BEST COPY AVAILABLE
BRIDGIE ALEXIS FORD
EDITOR
A PUBLICATION OF THE
DIVI,SION FOR CULTURALLY AND
LINGISTICALLY DIVERSE
EXCEPTIONAL LEARNERS
ISBN 0-86586-295-8
A Publication of The Division for Culturally and Linguistically
Diverse Exceptional
Learners, a division of The Council for Exceptional Children
Copyright 1999 by The Council for Exceptional Children,
1920 Association Drive,
Reston, Virginia 20191-1589.
Stock No. D5310
All rights are reserved. No part of this publication
may be reproduced, stored in a
retrieval system, or transmitted, in
any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior
written permission of the
copyright owner.
Printed in the United States of America.
10 9 8 7 6 5 4 3 2 1
CONTENTS
VOLUME 3, NUMBER 1, MAY 1999
PREVIEW
Bridgie Alexis Ford
School Psychologists' Perspectives on
Referrals of Language Minority Students
Salvador H. Ochoa, Shernaz B. Garcia, 6, Nancy Breuning
Transition for Culturally & Linguistically Diverse
15
Youth with Disabilities: Closing the Gap
Gary Greene e Phylis Nefsky
Written Communication in Special Education:
25
Families
Meeting the Needs of Culturally & Linguistically Diverse
Rosalie S. Boone, Pamela S. Wolfe, 6- Janet Schooner
37
(MAC)
Review of the McIntyre Assessment of Culture
Gwendolyn Webb-Johnson 6, Mary Anderson
IN THE ORAL TRADITION
Focus on Critical Issues in the Education of
48
Asian and Pacific Islander Exceptional Learners
Helen Bessent Byrd
Enhancing Verbal Skills of African-American Students with
54
Pathologists
Disabilities through Poetry: A Valuable Tool for Speech
Stacey Pryor
Debunking the Myths in Ethnic Minority Publications:
58
A Rebuttal to Spooner, et al.
Laura Zionts
Professional Publications of Ethnic Minority Scholars:
62
Setting the Record Straight
William Heller
Festus Obiakor, Fred Spooner, Bob Algozzine, Martha Thurlow, 6, H.
Multiple Voices
5
PREVIEW
BRIDGIE ALEXIS FORD
Editor, Multiple Voices
of CLD learners with disabilities and/or gifts and talents.
As we continue the monumental countdown into the new
important that the Council for
DDEL's Multiple Voices publishes articles that focus on
millennium, it
is
new paradigms, research, policies, and daily school prac-
Exceptional Children's Division for Culturally and
tices which tend to reduce or perpetuate inequities in
Linguistically Diverse Exceptional Learners (DDEL)
educational opportunities for CLD individuals with dis-
assesses its accomplishments of the past in order to chart
abilities and/or gifts and talents. This issue of Multiple
its direction for the future. DDEL and its members have
Voices contains articles that address an array of critical
consistently addressed the issue of quality educational
issues including: School psychologists' perspectives on
services to students from Culturally and Linguistically
referrals of language minority students, transition serv-
Diverse (CLD) backgrounds. They have also been at the
ices for CLD youth, written communication and CLD
forefront in dealing with issues related to disproportion-
families, a critical analysis of the McIntrye Assessment of
ate representation of CLD students, faculty, and staff in
Culture (MAC), and a speech pathologist's use of poetry
educational programming. For instance, DDEL and CEC
to enhance verbal skills of African American youth with
united with former Congressman Louis Stokes to secure
disabilities. The "In the Oral Tradition" section interviews
the inclusion of language for a comprehensive study of
three Asian/Pacific Islander professionals about critical
the disproportionate number of students from minority
educational issues and possible solutions to deal with
backgrounds in special educational program in the U.S.
problems confronting Asian/Pacific Islander students. In
House of Representatives Conference Report on the 1998
addition, this issue contains a rebuttal to an article pub-
Appropriations bill. DDEL continues to be vigilant in its
lished in the 1997 issue and a reaction to the rebuttal by
advocacy role to foreshadow to the day when appropriate
the authors of the former article.
changes will be implemented to optimize educational
services for CLD children and youth.
One of DDEL's mission has been to disseminate
research findings and best practices for serving CLD
ACKNOWLEDGMENTS
youth with disabilities and/or gifts and talents. Multiple
On behalf of DDEL, I congratulate the authors of the arti-
Voices, DDEL Newsletter, and DDEL topical conferences
cles in this issue of Multiple Voices and invite submission
have been wonderful outlets. The most recent (November
of manuscripts for forthcoming issues. I thank the
titled,
1998) CEC/DDEL Symposium appropriately
associate editors and Editorial Board members for their
Rhetoric: Celebrating Successes and
"Beyond the
continuous commitment to quality and willingness to
Confronting Challenges" provided avenues for scholarly
provide detailed, constructive critiques of manuscripts
presentations on issues pertinent to CLD learners. Given
to aid authors in their revisions, resubmissions, or recon-
our changing demographics, DDEL has painstakingly
ceptualizations of their works.
documented and made available to its readership the
latest research and strategies for the successful education
Multiple Voices
6
EDITORIAL BOARD
GUEST REVIEWERS
ASSOCIATE EDITORS
GRADUATE ASSISTANTS
Gloria Campbell-Whaley
MEMBERS
THE UNIVERSITY OF
Alfredo Artiles
Stephen Chase (Canada)
Bob Algozzine
AKRON
Helen Bessent Byrd
Sandra Fradd
Mary Franklin
Rozelle Allen
Mark Goor
Patrick Grant
Anne Y. Gallegos
Pamela Lang
Festus E. Obiakor
(DDEL Newsletter, Editor)
Bertina Hildreth
Shernaz B. Garcia
Sharon Ishi-Jordon
S. Hector Ochoa
V. Kloosterman
James M. Patton
Milicent Kusher
Scott Sparks
John Schwenn
Stanley Trent
Adrian L. Sorrell
Cheryl Utlely
Gwendolyn Webb-Johnson
Fern Westernoff
Joyce Wortham
MULTIPLE VOICES MANUSCRIPT GUIDELINES
Manuscripts may focus on one or more areas: effective classroom or postsecondary practices, assessment,
family or community empowerment techniques, research, material or test reviews, recruitment, and other
issues pertaining to culturally and linguistically diverse exceptional populations.
Manuscripts should be on 81/2 x 11 paper and must conform to APA style (4th ed.) Manuscripts must not exceed
20 pages.
Authors should submit four copies of their manuscript to the editor. One copy of the manuscript must include
a title page that contains the manuscript's title, each author's name and professional title, telephone numbers,
fax numbers, and institutional affiliation. E-mail addresses should be included if possible. In order to facilitate
a blind review, the first page of the manuscript's text for three of the four copies should include only the manu-
script's title (no author names).
Receipt of manuscript will be acknowledged, and manuscript will undergo a blind peer review.
Only manuscripts not previously published and not being considered for publication may be submitted.
DDEL's policy on the use of copyrighted material is quite strict. Please obtain official permission from appro-
priate sources and include it along with the submitted manuscript.
All manuscripts should include a three-line biographical sketch of each author.
If accepted for publication, authors will submit two hard copies and one disk copy to the editor.
Editor, Multiple Voices
Bridgie Alexis Ford, Ph.D.
Coordinator of Special Education
Department of Counseling and Special Education
The University of Akron
Akron, Ohio 44325-5007
[phone] or 972-8150 (office)
[phone] (fax)
E-mail: [email protected].
Teachers are especially encouraged to submit work about proven practices for students with disabilities
and/or those with gifts and talents.
vi
Multiple Voices
BEST COPY AVAILABLE
7
PERSPECTIVES
SCHOOL PSYCHOLOGISTS'
ON REFERRALS OF
LANGUAGE MINORITY STUDENTS*
SALVADOR HECTOR OCHOA and REBECCA ROBLES-PINA
Texas A&M University
SHERNAZ B. GARCIA
University of Texas at Austin
NANCY BREUNIG
Texas Ad-M University
ABSTRACT
This study is one component of a broader, multistate survey of 1,507 school psychologists that focused on
findings related to
assessment practices related to language minority students. In this article, we present
referral, including factors associated with ensuring appropriate referrals for second language learners.
Survey participants were asked to identify and rank primary reasons for the referral of culturally and
linguistically diverse students to special education, and to provide information about prereferral
committees. Results suggest that the most frequently cited referral reasons can be plausibly associated with
second language acquisition and/or cultural factors, and that prereferral committees reflect limited
participation of professionals with the necessary expertise in these areas. These findings are discussed with
respect to implications for practice and future research.
The validity of referrals can become particularly
Historically, Hispanic and African-American students have
complex when students from culturally and linguistically
tended to be disproportionately represented in special
diverse backgrounds are involved. Because language
education (Chinn & Hughes, 1987; Mercer, 1973; Ortiz &
minority students who are acquiring English as a second
Yates, 1983; Wright & Cruz, 1983), and underrepresented
language may exhibit academic and/or behavioral symp-
in programs for students with gifts/talents
(U.S.
toms which are often associated with a learning disabil-
Department of Education, 1992). While the overrepre-
ity, teachers who are unfamiliar with the process of
sentation of culturally and linguistically diverse (CLD)
second language acquisition may be unable to distin-
students in special education continues to be a problem
guish between the two factors. The referral and assess-
(Artiles & Trent, 1994), more recent data suggest that
to document and
ment processes must be able
placement rates for CLD students also reflect underrep-
distinguish characteristics related to language differ-
resentation in selected special education categories and
ences from a learning disability or other disorder (Ortiz
that rates vary by factors such as district and ethnic
& Polyzoi, 1986).
group (Robertson, Kushner, Starks, & Drescher, 1994).
Much of the research literature related to referral with
These patterns serve to emphasize that while some stu-
this population was conducted in the 1980s. Few studies
dents are inappropriately placed in special education,
since then have specifically examined referral issues per-
others who may need these services are not receiving
taining to CLD students. Since the available data are old, it
them. Therefore, a key issue related to placement of CLD
is important to continue to examine these issues given the
students in special education is the validity of the refer-
increasing number of CLD students. To do this, we high-
ral as well as the appropriateness of the identification
light the major themes addressing concerns about inap-
and eligibility processes (Garcia & Ortiz, 1988; Heller,
propriate referrals of CLD students to special education.
Holtzman, & Messick, 1982; Ortiz & Maldonado-Colón,
1986).
*This study was funded by the Program to Enhance Scholarly and Creative Activities Grant at Texas A6M University
Multiple Voices
1
a
students who are experiencing academic difficulties have
FACTORS THAT CONTRIBUTE TO REFERRAL
learning disabilities and subsequently initiate a referral.
OF CULTURALLY AND LINGUISTICALLY
Under these circumstances, it is important to establish
DIVERSE STUDENTS
problem-solving procedures and teacher support systems
(e.g., teacher assistance teams and child study teams) to
One possible explanation for the misplacement of chil-
develop alternative instructional interventions that are
dren in special education programs is that teachers are
referring many pupils and that their referrals
more effective for CLD students. If some of these stu-
may be
dents are ultimately referred to special education, these
arbitrary, if not biased" (Fuchs, 1991, p. 243) by factors
efforts will help to ensure that the data gathered during
such as minority status, gender, and family history in
spe-
the referral and assessment process include evidence
cial education. It is important to emphasize that students
that the difficulties are primarily the result of a disability
who are referred are usually placed in special education.
Previous research (e.g., Foster, Ysseldyke, Casey, and
rather than other factors (Garcia & Ortiz, 1988). Available
research suggests that this type of information is not sys-
Thurlow, 1984) has demonstrated that 72% of students
tematically gathered and available as part of referral,
who were referred were identified as having a disability.
evaluation, and placement processes (Garcia & Ortiz,
Similarly, Algozzine, Christenson, and Ysseldyke (1982)
1988; Matuszek & Oakland, 1979; Ortiz & Polyzoi, 1986).
found that 92% of students referred were tested, of whom
Third, many LEP students tend to experience higher
73% were placed in special education. With respect to
rates of underachievement and failure because their
CLD students, high referral rates have contributed to
instructional programs are not appropriate for their lin-
their overrepresentation in special education; in fact, lan-
guistic needs. Two major issues frequently have an
guage minority students from lower socioeconomic
impact on inappropriate referrals of language minority
backgrounds are at higher risk of being referred com-
pared to students from other groups (Arguelewicz &
students to special education: (a) very few LEP students
are receiving instructional services that simultaneously
Sanchez, 1983). Additionally, Rueda, Cardoza, Mercer, and
promote acquisition of academic content as well as
Carpenter (1985) found that 86% of the referred Hispanic
students in their study were placed in special education.
English language proficiency; and (b) many of these stu-
dents are prematurely exited from bilingual education
Several factors contribute to the referral of CLD stu-
dents to special education. First, the number of children
programs. The Council of Chief State School Officers (as
cited in McLeod 1994 reported that, "Title VII bilingual
from culturally and linguistically diverse backgrounds in
the United States has increased dramatically and is
education programs serve only 5-7 percent of eligible
expected to continue (Carrasquillo, 1991). Simultan-
students...and many [LEP students] are inappropriately
eously, the number of teachers from CLD backgrounds
placed in special education classes" (p. 11). When student
failure results from the inability of the system to ade-
has decreased (IDEA, 1990; Justiz & Kameen, 1988).
quately respond to relevant learner characteristics, it is
Moreover, lack of adequate training related to the devel-
inappropriate to refer such students for special educa-
opment of culturally and linguistically appropriate inter-
ventions limits teachers' ability to effectively serve
tion. Instead, "efforts.., should focus on modifying or
students whose backgrounds are different from their
creating more effective instructional programs" (Garcia
& Ortiz, 1988, p. 4). Even when students do receive bilin-
own. Tobias, Cole, Zibrin, and Bodlakova's (1982) study
found that "...teachers responded by referring students
gual and/or ESL instruction, there is a tendency to exit
from ethnic backgrounds other than their own for
them from bilingual education when they have mastered
spe-
Basic Interpersonal Communication Skills
cialized educational services more frequently than stu-
(BICS)
dents identified as belonging to their own ethnic group"
(Cummins, 1984). LEP students who have acquired BICS
can understand and communicate in English in social
(p. 74). Lack of understanding of the influence of culture,
situations (i.e., communicate on playgrounds, give greet-
language and socioeconomic factors (among others)
can
ings, and communicate with their teachers) but may not
lead to misinterpretation of student performance and inap-
have the language skills to complete independent class
propriate attribution of student difficulties to a disability.
Second, characteristics associated with learning
assignments in English. However, this level of proficiency
in English, which is developed in 1-2 years, does not
disabilities are quite similar to behaviors exhibited by
students who are in the process of acquiring a second
adequately support academic success in their second
language (Hoover & Collier, 1985; Ortiz & Maldonado-
language (Cummins, 1984). On the other hand, develop-
ment of Cognitive Academic Language Proficiency
Colon, 1986). Teachers who are unaware of these similar-
ities may believe that limited English proficient (LEP)
(CALP) (Cummins, 1984) takes approximately 5-7 years,
2
Multiple Voices
may be in a better position to identify district-wide
and is critical to academic success in English. Failure to
patterns and issues associated with identification of
make this distinction can result in referrals to special
education because teachers may believe that these
students with disabilities. This broader perspective may
be helpful in identifying effective referral practices as
"former LEP" students have sufficient English skills to
well as locating areas of concern. In such instances, their
perform academically and that the difficulty is therefore
a result of an intrinsic learning disability (Ortiz &
input can be instrumental in targeting key areas of staff
development and intervention pertaining to CLD stu-
Maldonado-ColOn, 1986).
dents in general and special education.
the record of (a)
the disproportionate
Given
racial/ethnic representation in special education, (b) the
ADDRESSING INAPPROPRIATE REFERRALS
greater likelihood of referral for this population, and (c)
OF LANGUAGE MINORITY STUDENTS TO
the impact of prereferral intervention in reducing the
number of referrals of language minority students, many
SPECIAL EDUCATION
questions related to the identification of CLD youngsters
Prereferral intervention has been helpful in reducing the
with disabilities need to be examined further. This article
number of students referred for special education testing
presents the results of a study which is part of a larger
(Graden, Casey, & Bonstrom, 1985). It has also been rec-
investigation that examined the following assessment
ommended (see Baca & Almanza, 1991; Ortiz & Polyzoi,
practices and issues involving LEP and bilingual pupils: (a)
1986) and shown to be effective with language minority
interpreter usage and training (Ochoa, Gonzalez, Galarza, &
students (Ortiz, 1990). Various guidelines have been for-
Guillemard, 1996); (b) the extent of training received to
mulated on how to establish prereferral teams and/or
conduct bilingual evaluations (Ochoa, Rivera, & Ford, in
procedures for language minority children (Garcia &
press); (c) methods school psychologists used to assess
Ortiz, 1988; Garcia & Yates, 1986; Hoover & Collier, 1991;
language proficiency (Ochoa, Galarza, Gonzalez, 1996);
Ortiz & Wilkinson, 1991). Ortiz's (1990) study reported
(d) instruments used by school psychologists to assess
that the "Aim for the BESt" model for culturally and lin-
intellectual functioning, achievement and adaptive
guistically diverse students was effective in reducing the
behavior (Ochoa, Powell, & Robles-Pina, 1996); and (e)
number of referrals to special education. Results of this
factors used by school psychologists to comply with the
project revealed that 78% (year 1) and 69% (year 2) of
exclusionary clause (Ochoa, Rivera, & Powell, 1997). In
cases considered by the Student/Teacher Assistance
this study, we focused on four broad questions pertaining
Teams were not referred for a comprehensive evaluation
to referral: (a) What are the reasons given for referral of
as a result of prereferral intervention.
CLD pupils?; (b) Are the reasons for referral for CLD stu-
Very little empirical research has examined the refer-
dents different from those cited for monolingual English
ral process with CLD students. Two heuristic studies
speaking students?; (c) What is the prevalence of prere-
(Ortiz & Polyzoi, 1986; Rueda et al., 1985) have examined
ferral committees on campuses where CLD students are
this area. Both studies, however, were limited in scope
referred on a state-by-state basis?; and (d) How often are
and generalizability. Ortiz and Polyzoi (1986) only exam-
bilingual education representatives included as members
ined referral practices in three urban districts in Texas,
of the prereferral committee when CLD pupils are being
while Rueda et al. (1985) investigated referral practices
considered for referral?
in four urban districts in California. Even though the
findings of these two studies complement each other,
they cannot be said to represent rural districts or a
national scale. Finally, few studies have examined the
METHOD
role of assessment personnel (e.g., school psychologists,
PARTICIPANTS
educational diagnosticians, and speech-language pathol-
School psychologists were used in the larger study
ogists) in the identification process related to CLD stu-
because they are familiar with reasons for referral of
dents. Considering the likelihood of inappropriate
students, and they are often being required to state the
teacher referrals, the collaborative role of assessment
reason for referral in their assessment report. The sample
personnel in validating the referral and in conducting
consisted of the members of the National Association of
appropriate assessments becomes even more critical to
School Psychologists (NASP) (n=5,192) from the follow-
preventing misdiagnosis of CLD students. By virtue of
ing eight states: Arizona, California, Colorado, Florida,
their assignments across schools, assessment personnel
Multiple Voices
3
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