Language, Culture, and Exceptional Children

González, Gustavo

doi:10.1177/001440297404000802

Cited by 17 publications

(11 citation statements)

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“…The significant difference between the Anglos and blacks on Oral Communication supports the contention that black children are a t a decided disadvantage to peers when entering school due to general linguistic d i f f e r e n c e s (Bereiter & Engelmann 1966, Gonzalez 1974. That the black subjects scored significantly lower on the Classroom Behavior subtest than either Anglos or Mexican-Americans is somewhat more difficult t o explain.…”

Section: Discussionmentioning

confidence: 64%

The Predictive Validity and Reliability of the Basic School Skills Inventory

Hawthorne¹,

Larsen²

1977

J Learn Disabil

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The present study is an investigation of the predictive validity and test-retest reliability of a new readiness instrument, the Basic SchoolSkills Inventory (BSSI). Scores obtained by 90 children in kindergarten on the BSSI were used to predict later teacher ratings of their performance in first grade. Test-retest reliability was estimated using a method developed for criterion-re ferenced measures, and sex and ethnic differences in test scores were examined. It was concluded that the BSSI total score provided an effective and highly reliable means of predicting teachers' ratings of first-grade performance.The assessment of readiness for the first grade is an area of continuing concern and controversy in education. The concern results from educators' recognition of the need t o identify children' with potential educational problems and the need t o acquire diagnostic information that will be of value in planning appropriate educational programs for them. The controversy centers around the identification of an e f f i c i e n t means of obtaining this desired in for mat ion.One way in which educators have attempted to meet the need to identify children who are likely t o experience difficulty in school has been through the development of a wide range of normreferenced instruments. These instruments include general readiness tests, e.g., M e t r o p o l i t a n R e a d i n e s s Tests (Hildreth, Griffiths, & McGauvran 1969); tests designed to measure limited facets of readiness such as perceptual-motor and language abilities, e.g., Bender Visual-Motor Gestalt Test (Bender 1938) and Screening Tests for Identifying Children with Specific Language Disabilities (Slingerland 1964); and tests related to specific academic areas, e.g., Harrison-Stroud Reading Readiness Profiles (Harrison & Stroud 1956). Such types of traditional readiness measures have been criticized recently because of their limited educational usefulness. The criticisms have been directed toward the limited, range and questionable value of their content. For i n s t a n c e , Adelman and Feshbach (1971) pointed out many behaviors that are important in classroom situations -e.g., responding t o normal classroom routines are not taken into account in readiness assessments. Rather, very limited aspects of academic or preacademic behaviors are sampled under circumstances unlike those in the daily classroom situation, and many of the behavioral demands which a child must face in the classroom simply are not considered.In regard t o the value of the content of readiness tests, Keogh and Becker (1973) have criticized attempts to sample a wide range of skills inferred t o be necessary for success in the SO

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Section: Discussionmentioning

confidence: 64%

The Predictive Validity and Reliability of the Basic School Skills Inventory

Hawthorne¹,

Larsen²

1977

J Learn Disabil

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“…Although there is support in the research for using screening systems as ways to "catch" underrepresented GT students who might be missed by a more traditional parent/teacher referral system (Card & Giuliano, 2016)-if these systems are accompanied by services and support for these students once they are enrolled in the programming (Lakin, 2016)-there is also an understanding that for ELs, these cognitive assessments can represent one of the greatest hurdles to GT identification. Researchers have long asserted that ELs do not perform as well as non-ELs on cognitive assessments with verbal components in English due to linguistic and cultural factors (Bernal, 2001;de Bernard & Hofstra, 1985;Esquierdo & Arreguín-Anderson, 2012;Ford et al, 2008;G. Gonzalez, 1974;Harris et al, 2007;Melesky, 1985).…”

Section: Screening/assessmentmentioning

confidence: 99%

“…Theoretical arguments. The authors of the nine theoretical/descriptive articles in this section addressed the problem of standardized tests as it related to the underrepresentation of ELs (n = 4; Bernal, 2001;G. Gonzalez, 1974;Harris et al, 2007;Stein et al, 2012) and, specifically, Hispanic ELs (n = 5; de Bernard & Hofstra, 1985;Esquierdo & Arreguín-Anderson, 2012;Ford et al, 2008;Melesky, 1985;Salas et al, 2014) in GT programs.…”

Section: Screening/assessmentmentioning

confidence: 99%

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

Mun

Hemmler

Langley

et al. 2020

Journal for the Education of the Gifted

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Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

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“…Similarly, most schools do not have professionals who are bilingual and can communicate with parents in their native language (Fradd & Wilen, 1990;Lynch & Stein, 1987). Furthermore, these language differences may be compounded by difficulties in understanding special education terminology and practices, which may not have counterparts in the parents' language and culture (Gonzalez, 1974;Lynch & Stein, 1987). For example, some parents may think that special education means a program for the gifted and talented or a program that is better in some way than general education (L. Garrido, personal communication, August 10, 1991).…”

Section: Linguistic Differencesmentioning

confidence: 99%

Working with Families

Salend

Taylor

1993

Remedial and Special Education

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Research indicates that when educators involve them in the educational process, parents can be instrumental in promoting their children's academic and social progress. Most strategies and programs to solicit parental involvement have been designed to serve families who are English speaking, have sufficient economic resources, and possess cultural perspectives that allow them to feel comfortable with and participate in the special education decision-making process. However, demographic data indicate that schools are serving, and will continue to serve, a growing number of students and families from diverse cultural and linguistic backgrounds who may not respond to traditional methods for establishing family/school partnerships. The purpose of this article is to identify some of the cultural, linguistic, and economic factors educators should consider in designing services that are relevant to the unique needs of families of culturally and linguistically diverse exceptional children. Additionally, strategies for involving these families in educational programs are suggested.

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Language, Culture, and Exceptional Children

Cited by 17 publications

References 0 publications

The Predictive Validity and Reliability of the Basic School Skills Inventory

The Predictive Validity and Reliability of the Basic School Skills Inventory

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

Working with Families

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