Mainstreaming a Multicultural Concept into Special Education: Guidelines for Teacher Trainers
As trends and approaches to the delivery of special education services have developed, teacher training programs have responded with appropriate curriculum changes. For the most part, the emphasis has been on meeting the specific academic and social needs of students. The attention given to the multicultural needs of exceptional children and youth has, in general, been limited to placement considerations, assessment, or language instruction. Their multicultural needs have not received sufficient attention. The intent of this article is to provide teacher educators a resource for examining their curricula relative to preparing teachers to better meet the multicultural needs of exceptional children and youth. A University of Kansas project which analyzed, evaluated, and developed guidelines for special education departments is described.