Addressing the needs of students from culturally and linguistically diverse backgrounds who have disabilities has become a growing area of concern, especially as the demographic composition of the nation's public schools continues to change. The challenge to provide appropriate educational opportunities for studsnts from diverse backgrounds is most directly addressed through personnel preparation programs. These programs need to be developed according to competencies that are specific to bilingual multicultural special education. In this article, the authors present guidelines for the development and implementation of a graduate program in bilingual multicultural special education. The program at New Mexico State University is described as a model.
Biases are extraneous features that can influence the validity of tests.For example, factors that affect the pedormance of learners from ethnic minorities constitute a cultural bias. Biases that can influence the test responses of students with disabilities can originate with experiences other than those that are culturally restricted. Such additional biases can be related to test content, instructional format, motivation or cognitive arousal, competition, and physical access to testing materials and response techniques. Opportunities for estimating the impact of test biases are discussed and recommendations for modifying an evaluation with biased tests are elaborated.
Given the projections for professionals needed in the field of special education over the next decade and the rate at which professionals are being trained in institutions of higher learning, it is evident that a discrepancy exists. In an effort to meet the increasing need for persons to provide special services, local programs have begun to use resources within the local community. This article examines the development and implementation of a program which was designeo to train senior citizens to work with the handicapped. An organizational outline, program activities, evaluation, and results are discussed.
Theorists and practitioners agree that involving families in the education of a child with a disability is beneficial to all concerned. Unfortunately, initiating and sustaining that involvement is often difficult, particularly in rural communities where distance factors may impede school involvement. In this article, a rationale for and challenges to family involvement are briefly reviewed. Finally, 21 already-been-tried practical strategies for involving rural families with disabled children are presented.
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