Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: A Comprehensive Examination.Report as inadecuate




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This document was developed as a result of 1993 and 1994 policy forums on strategies to address disproportionate representation of minority students in special education. Part 1 is a synthesis of major themes and recommendations resulting from the first forum. Part 2 is a prioritization of 35 recommendations arising from that forum. The following were the top-ranked recommendations: (1) prereferral strategies should be an integral part of the educational process and should precede a formal assessment; and (2) training should be provided to address learning needs and strengths of an increasing heterogeneous student population, including training in home-school collaboration. Part 3 is a summary of the second meeting which developed action plans for the high priority recommendations. Part 4 is a summary which notes continuing involvement of the Office of Special Education Programs. Appendices include listings of participants in the prioritization process and the forum, instruments used to prioritize recommendations, agenda of the 1994 forum, and a list of tips for effective prereferral. (Contains approximately 200 references.) (DB)

Descriptors: Change Strategies, Cultural Differences, Disability Identification, Disproportionate Representation, Educational Change, Educational Objectives, Educational Policy, Educational Trends, Elementary Secondary Education, Eligibility, Incidence, Limited English Speaking, Meetings, Minority Groups, Needs Assessment, Prereferral Intervention, Referral, Special Education, Special Needs Students, Student Evaluation











Author: National Association of State Directors of Special Education, Alexandria, VA.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7929&id=ED379812



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