Diversifyring the Special Education Training Curriculum to Address the Needs of Migrant Students and Families

Abstract

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

The Representation of Migrant Students in Special Education in the State of Texas

“…Today, migrants are generally divided into two groups: those that travel within a state or from state to state, and those (the larger group) that travel from foreign countries or territories into the United States (Salend, Taylor, & Whittaker, 1998). Their migration patterns are more consistent, and they generally travel in three principal streams: the Eastern Stream, the Central Stream, and the Midwestern Stream.…”

“…It is estimated that 1.2 million migrants travel every year from the southern U.S. and Mexico throughout the U.S. in order to perform agricultural work (Cuellar, 2002). Migrants are generally divided into two groups: those that travel within a state or from state to state and those (the larger group) that travel from foreign countries or territories into the United States (Salend et al, 1998). They generally travel in three principal streams (Cuellar, 2002).…”