An Expanded View on Consultation Competencies for Educators Serving Culturally and Linguistically Diverse Exceptional Students

Harris, Kathleen C.

doi:10.1177/088840649101400105

Cited by 14 publications

(8 citation statements)

References 17 publications

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“…Research has indicated that ESL children can benefit when professionals collaborate to provide services for them (Murphy, DeEsch, & Strein, 1998;Ortiz & Wilkinson, 1991), but many practitioners feel unprepared to deal with this issue (Baca, 2000;West & Cannon, 1988;Harris & Evans, 1995;Harris, 1999). District leaders, principals, and teacher educators must have current knowledge about trends in effective professional development and the education of English language learners.…”

Section: Resultsmentioning

confidence: 97%

An Investigation of Collaboration Among School Professionals in Serving Culturally and Linguistically Diverse Students with Exceptionalities

Roache

Shore

Gouleta

et al. 2003

Bilingual Research Journal

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The purpose of this study was to investigate and report the perceptions, practices, and needs of educational professionals as they relate to service delivery to culturally and linguistically diverse and exceptional (CLDE) students. For this study, the Collaborative Survey for teachers working with Culturally and Linguistically Diverse and Exceptional students (CS-CLDE) was developed and completed by a sample of 125 educational professionals (25 English as a Second Language teachers, 25 general educators, 25 counselors, 25 speech pathologists, and 25 special education teachers) in the Washington, DC, metropolitan area. Quantitative data were analyzed utilizing descriptive statistics and frequencies. Qualitative data were analyzed and formulated into themes and then into clusters. The majority of the participants' responses indicated that they had the training and skills to work with CLDE students. However, they did not know the roles, responsibilities, and practices of other school professionals who worked with CLDE students, they did not receive appropriate training on ways to collaborate, and they did not have adequate support from the administration in order to collaborate with other school professionals in serving CLDE students. The qualitative analysis indicated that there is a need for professional training on collaboration, support from the administration, and time for collaboration, resources related to CLDE students, and information on the other school professionals' roles and responsibilities.

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Section: Resultsmentioning

confidence: 97%

An Investigation of Collaboration Among School Professionals in Serving Culturally and Linguistically Diverse Students with Exceptionalities

Roache

Shore

Gouleta

et al. 2003

Bilingual Research Journal

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“…The purpose of this article is to delineate the competencies needed by education personnel in order to collaborate in a diverse teaching environment, to discuss the role of special education teachers, and to advocate for collaboration across disciplines. CULTURAL DIVERSITY AND COMPETENCIES FOR COLLABORATION Harris (1991) delineated consultation competencies for educators serving diverse exceptional students and discussed the implications of cultural diversity for the collaboration process. These competencies include, but are not limited to (a) understanding their personal perspectives about those who are culturally diverse, (b) using effective communication and problem-solving skills, (c) understanding their roles in the collaboration process, and (d) using appropriate evaluative and instructional methods.…”

Section: Jairrelsmentioning

confidence: 99%

“…Do they value them as human beings and believe that they are worthy recipients of a quality education? Harris (1991) asserted that collaborators must try to determine how these beliefs were formed. An honest assessment of one's knowledge base, beliefs, and value system may facilitate the collaborative process.…”

Section: Jairrelsmentioning

confidence: 99%

“…Parties engaged in collaboration must be flexible in their assumption of roles. As noted by Harris (1991), these roles can include that of innovator, coordinator, facilitator, and/or advocate. As an advocate, the collaborator must be willing to lobby on behalf of policy changes that will enhance the education of students who are culturally and linguistically diverse.…”

Section: Jairrelsmentioning

confidence: 99%

“…Special education teachers, by virtue of their training, experiences, and personal attributes, may already possess certain skills that will assist them in the further development of the competencies outlined by Harris (1991). In one study, special education teachers and general education teachers completed an instrument in which they indicated their perceptions of their degree of multicultural competency Jairrels, Brazil, & Petrosko, 1995).…”

Section: Unique Characteristics Of Special Educatorsmentioning

confidence: 99%

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Cultural Diversity

Jairrels

1999

Intervention in School and Clinic

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The changing demography of the United States is presenting new challenges for all aspects of society. The purpose of this article is to explore the implications of an increasingly diverse school population for the process of collaboration. This article focuses on the competencies for collaboration as pertinent to diverse exceptional learners, the role of the special education teacher, and the concept of collaboration across disciplines. s the general population of the United States m becomes more culturally and linguistically diverse (Spencer, 1989), so does the school population. The U.S. Congress has publicly noted Dr these population shifts and the responsibility of government to educate all citizens (Education of the Handicapped Act Amendments of 1990). Congress noted that the public school population of many large cities is composed predominantly of culturally diverse individuals, that the limited English proficient population is increasing quickly, and that the educational assessment of African American students is fraught with problemsThe cultural diversity of U.S. society has implications for all aspects of education, including special education. Although African American students constitute 16% of the total school population, they make up approximately 34% and 22% of the students identified with mental retardation and emotional disturbance, respectively (Council for Exceptional Children, 1994). Educators have questioned the validity of this disproportionate representation and the role that collaboration can play in addressing this issue (Vasquez-Chairez & MacMillan, 1988). The purpose of this article is to delineate the competencies needed by education personnel in order to collaborate in a diverse teaching environment, to discuss the role of special education teachers, and to advocate for collaboration across disciplines. CULTURAL DIVERSITY AND COMPETENCIES FOR COLLABORATION Harris (1991) delineated consultation competencies for educators serving diverse exceptional students and discussed the implications of cultural diversity for the collaboration process. These competencies include, but are not limited to (a) understanding their personal perspectives about those who are culturally diverse, (b) using effective communication and problem-solving skills, (c) understanding their roles in the collaboration process, and (d) using appropriate evaluative and instructional methods. Each of these competencies is further described below.

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Professional Competencies for Working with Culturally and Linguistically Diverse Students

Harris¹

2008

Encyclopedia of Special Education

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An Expanded View on Consultation Competencies for Educators Serving Culturally and Linguistically Diverse Exceptional Students

Abstract: The purpose of this article is to define educational consultation, review competencies needed by educational consultants, and specify those competencies essential for educators who serve children with special needs who are from culturally and linguistically diverse backgrounds.

Cited by 14 publications

References 17 publications

An Investigation of Collaboration Among School Professionals in Serving Culturally and Linguistically Diverse Students with Exceptionalities

An Investigation of Collaboration Among School Professionals in Serving Culturally and Linguistically Diverse Students with Exceptionalities

Cultural Diversity

Professional Competencies for Working with Culturally and Linguistically Diverse Students

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