Essential and often missing pieces of the functional assessment process are cultural perspectives and an assessment of their impact on behavior. This article addresses these missing pieces by providing guidelines for conducting culturally sensitive functional assessments: forming a diverse multidisciplinary team, employing culturally sensitive ways of selecting and defining target behavior, collecting information about students and their behaviors, analyzing data and formulating hypothesis statements, and developing culturally responsive behavioral intervention plans and evaluating their impact on students' cultural perspectives.
One group of culturally and linguistically diverse students whose unique educational needs are not being addressed is migrant students. A significant factor in the failure of schools and agencies to meet the special education needs of migrant students is the severe shortage of qualified, trained personnel to work with these students. This article provides teacher trainers with a variety of instructional materials, resources, and activities that can be employed to diversify the special education training curriculum to address the needs of migrant students and families. s a result of a variety of economic, social
This article reports the results of a survey of special education teachers in New York State regarding state regulations for resource and special class programs. Three hundred and fifty-seven special education teachers in 31 randomly selected school districts responded to a questionnaire. Results indicated that the majority of districts were in compliance with the regulations the survey addressed; however, 13% to 31% of the teachers' responses indicated noncompliance with specific regulations in some school districts. Other problems in special education programs were also identified in the survey.
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