Collaboration Within a Multicultural Society

1996 ◽  
Vol 17 (6) ◽  
pp. 355-362 ◽  
Author(s):  
Kathleen C. Harris
Keyword(s):  
At Risk ◽  
Instructional Strategies ◽  
Multicultural Competence ◽  
Culturally Diverse ◽  
Communication Strategies ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Multicultural Society ◽  
Linguistically Diverse Students ◽  
Multicultural Context

The author discusses perspectives and offers suggestions for the development of multicultural competence in each of the following Areas: understanding one's perspective in relation to culturally diverse collaborators, using effective interpersonal and communication strategies in a multicultural context, understanding the role(s) assumed by collaborators who work with students who are culturally and linguistically diverse, and Promoting the use of appropriate assessment and instructional strategies. Collaborators skilled in these areas are necessary to enhance the success of the growing numbers of culturally and linguistically diverse students who are at risk of failing in school.

scholarly journals Representation of Culturally and Linguistically Diverse Students Among Students With Learning Disabilities

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401668615
Author(s):  
Constantinos Vouyoukas ◽  
Maria Tzouriadou ◽  
Eleni Anagnostopoulou ◽  
Lito E. Michalopoulou
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Soviet Union ◽  
Former Soviet Union ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Professional Judgment ◽  
Students With Learning Disabilities ◽  
Ongoing Research ◽  
Linguistically Diverse Students

Ongoing research has demonstrated that culturally and linguistically diverse (CLD) students may be disproportionately represented among students with learning disabilities (LDs). The main aim of this research was to identify groups of CLD students at risk for LDs using the achievement criterion. To that end, 158 students participated in the current research: 78 Greeks and 80 Pontian Greeks from the former Soviet Union (Greek FSU-Pontian). Research findings indicated that the use of the achievement criterion alone is inadequate to accurately identify a student being at risk for LDs, given that CLD students’ language competence and achievement are low mainly due to their bilingualism and that language acquisition competence is positively associated to language achievement. Professional judgments based on psychoeducational evaluation data are used to classify a student as having a LD. Professional judgment is presented as a possible explanation for the disproportionate representation of CLD students among students with LDs.

Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres
Keyword(s):  
Sign Language ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Culturally And Linguistically Diverse ◽  
Alternative Communication ◽  
Linguistically Diverse Students ◽  
The Past ◽  
Communication Needs ◽  
Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

scholarly journals The Cognitive Assessment Course: Two Decades Later

2020 ◽  
Author(s):  
Adam Lockwood ◽  
Ryan L. Farmer
Keyword(s):  
School Psychology ◽  
Graduate Students ◽  
Instructional Strategies ◽  
Cognitive Assessment ◽  
Research Training ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Practice Research ◽  
Future Research ◽  
Psychology Programs

Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. 127 instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught rely heavily on Cattell-Horn-Carroll theory and related interpretive frameworks (e.g., cross-battery assessment). Additionally, instructors are placing greater emphasis on and multicultural sensitivity/ culturally and linguistically diverse assessment than in previous decades. Implications for future research, training and practice are discussed.

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