Using Multimedia Technologies to Support Culturally and Linguistically Diverse Learners and Young Children with Disabilities

AbstractThere have been visible demographic changes in our classrooms, schools, communities, and nation. These changes have called for new ways of thinking and doing. It is no more new to see culturally and linguistically diverse (CLD) learners in our schools. The question then becomes, How do we improve their learning and behavioral outcomes? This article introduces the Special Issue of

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Facing the Challenges of Today and the Future: Ensuring Successful Outcomes for Students from Culturally and Linguistically Diverse Backgrounds

Multicultural Learning and Teaching ◽

10.1515/mlt-2012-0005 ◽

2013 ◽

Vol 9 (1) ◽

Author(s):

Lyndal M. Bullock ◽

Robert A. Gable ◽

Kelly Carrero ◽

Calli Lewis ◽

Emerald Collins ◽

...

Keyword(s):

Educational Outcomes ◽

Linguistically Diverse ◽

Diverse Learners ◽

Culturally And Linguistically Diverse ◽

Evidence Based ◽

Evidence Based Practices ◽

Cultural Heterogeneity ◽

Diverse Backgrounds ◽

American Schools ◽

Linguistically Diverse Learners

AbstractAmerican schools are witnessing the increasing cultural heterogeneity of our nation’s population. Educators are faced with the challenge of ensuring positive educational outcomes for all students, despite the lack of empirical understanding of how to effectively educate culturally and linguistically diverse learners. The purpose of this paper is to provide educators with examples of evidence-based practices specific to diverse learners. In addition, recommendations of resources for accessing the most current research and practices are provided

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Creating Taxonomies to Improve School–Home Connections With Families of Culturally and Linguistically Diverse Learners

Education and Urban Society ◽

10.1177/0013124510380908 ◽

2010 ◽

Vol 43 (6) ◽

pp. 651-670 ◽

Cited By ~ 10

Author(s):

Caroline Teresa Linse

Keyword(s):

Parent Involvement ◽

Culturally Diverse ◽

Linguistically Diverse ◽

Diverse Learners ◽

Home Language ◽

Culturally And Linguistically Diverse ◽

School Practices ◽

School Based ◽

Culturally Diverse Learners ◽

Linguistically Diverse Learners

Families of culturally and linguistically diverse pupils often do not participate fully in their children’s school-based education. The purpose of this article is to introduce taxonomies as a means to examine and improve school practices and levels of responsiveness to families whose home language is not English, so that families feel more comfortable connecting with their child’s school community. Taxonomies can provide a vital framework, and tool that schools can use to evaluate and improve the school–home contacts that take place. The taxonomies introduced in this article are based on a compilation of a variety of theoretical premises concerning parent involvement and the education of linguistically and culturally diverse learners.

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Chapter 10 Hobson's Choice: Illusory Intervention Choice for Culturally and Linguistically Diverse Learners with Problem Behaviors

Advances in Special Education - Behavioral Disorders: Identification, Assessment, and Instruction of Students with EBD ◽

10.1108/s0270-4013(2012)0000022013 ◽

2012 ◽

pp. 221-231 ◽

Cited By ~ 1

Author(s):

Festus E. Obiakor

Keyword(s):

Problem Behaviors ◽

Linguistically Diverse ◽

Diverse Learners ◽

Culturally And Linguistically Diverse ◽

Linguistically Diverse Learners

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Culturally and Linguistically Diverse Learners in Special Education: English Learners

NASSP Bulletin ◽

10.1177/0192636518755945 ◽

2018 ◽

Vol 102 (1) ◽

pp. 5-21 ◽

Cited By ~ 5

Author(s):

Jennifer Counts ◽

Antonis Katsiyannis ◽

Denise K. Whitford

Keyword(s):

Special Education ◽

Students Of Color ◽

English Learners ◽

Linguistically Diverse ◽

Diverse Learners ◽

Culturally And Linguistically Diverse ◽

Future Research ◽

Diverse Students ◽

Contributing Factors ◽

Linguistically Diverse Learners

The multidimensional issue of the representation of diverse students in special education has been a persistent and challenging concern for decades. Overwhelmingly, research outlining racial and ethnic disproportionality data have historically demonstrated stability in the overrepresentation of students of color in special education. However, the growing number of culturally and linguistically diverse learners also requires an examination of the representation of English learners in special education as well. This article provides an overview of trends and issues in both underrepresentation and overrepresentation of English learners in special education. Contributing factors for variability, as well as recommendations for future research and improved practice are provided.

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