A new generation of Hispanic students are at risk due to inadequacies in our educational system. The inadequacies which include lack of prepared teachers and misuse of testing and assessment procedures impact special education programs, in particular, when one examines practices relative to Latino students in the area of learning disabilities. The article addresses problems in the definition of learning disabilities, learner variability, and the effects of race, poverty, culture, and language on educational outcomes. The authors call for a new assessment paradigm that would require the restructuring of professional development programs and institutional practices in public schools that are not in line with current research on topics related to this population including second language acquisition and cognitive development.
A new generation of Hispanic students are at risk due to inadequacies in our educational system. The inadequacies which include lack of prepared teachers and misuse of testing and assessment procedures impact special education programs, in particular, when one examines practices relative to Latino students in the area of learning disabilities. The article addresses problems in the definition of learning disabilities, learner variability, and the effects of race, poverty, culture, and language on educational outcomes. The authors call for a new assessment paradigm that would require the restructuring of professional development programs and institutional practices in public schools that are not in line with current research on topics related to this population including second language acquisition and cognitive development.
A study of low-income rural mothers in four states investigated the differences in demographics, school experience, social support, and school involvement for mothers with children with and without special needs. Forty percent of the mothers reported having at least one child with special needs. Twice as many mothers who did not complete the eighth grade had a child with a disability. Significant differences were found in marital status, mother's retention in school, mother reporting having special needs in school and receiving services, amount of homework, and writing notes to the teacher. Almost all mothers reported being somewhat involved in school. Results suggest that poverty may be a more salient factor in educational considerations than disability. Suggestions for educators include providing special programs for female students with disabilities, considering the material and emotional hardships of poor families when designing family involvement programs, and acting as an advocate for comprehensive anti-poverty programs.
Given the nation's rapidly increasing number of culturally and linguistically diverse students and families, understanding and learning to work with individuals who represent varying world views and communication styles should be a priority for school personnel. Parents and family members are very important participants in transition planning. Their role should be one of equal partnership with the school and other agencies involved in the planning process. The authors of this article address issues related to working with families who are culturally diverse. The authors make recommendations for improving the multicultural competence of transition team members. Suggestions for increasing parent involvement as well as ideas for exposing students to role models of color are presented. Increasing cultural awareness and sensitivity to differences is imperative for successful transition planning.
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