Evaluating Young Children From Culturally and Linguistically Diverse Backgrounds for Special Education Services

2012 ◽  
Vol 15 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Rashida Banerjee ◽  
Mark Guiberson
Keyword(s):  
Special Education ◽  
Young Children ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Special Education Services ◽  
Education Services ◽  
Diverse Backgrounds

A Systematic Review of Boundary-Crossing Partnerships in Designing Equity-Oriented Special Education Services for Culturally and Linguistically Diverse Students With Disabilities

2020 ◽  
pp. 074193252098347
Author(s):  
Dosun Ko ◽  
Dian Mawene ◽  
Kate Roberts ◽  
Joan J. Hong
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
Special Education ◽  
Students With Disabilities ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Boundary Crossing ◽  
Special Education Services ◽  
Education Services ◽  
K 12

Providing quality special education services for culturally and linguistically diverse (CLD) students with or at risk of disabilities is a double bind, a larger systemic conundrum beyond individuals’ efforts. To create an inclusive, culturally responsive system of support beyond the fragmented division of roles and nonconcerted assemblage of practices and tools, there is a need to explore the possibility of boundary-crossing collaboration for CLD students with disabilities. The purpose of this systematic review is to synthesize the broader literature investigating K-12 school-based boundary-crossing collaborations among multiple stakeholders to address the unique academic, social-emotional, and behavioral needs of CLD students with or at risk of disabilities. Eight studies met the criteria for inclusion. Features of boundary crossers, problems of practice that boundary crossers collaboratively sought to address, emerging tensions in building partnership, facilitators of boundary-crossing communication and collaboration, learning experiences of boundary crossers, and learning outcomes of CLD students with or at risk of disabilities are reported and further discussed.

Challenges and Strategies for Establishing Strong Partnerships

2018 ◽  
pp. 65-83 ◽  
Author(s):  
Soraya Fallah ◽  
Wendy Weichel Murawski
Keyword(s):  
Students With Disabilities ◽  
Middle Eastern ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Special Education Services ◽  
North African ◽  
Education Services ◽  
Design And Implementation ◽  
Diverse Backgrounds ◽  
Education Improvement

Students who are culturally and linguistically diverse (CLD) struggle in schools, as do students with disabilities. The intersection of disability and diversity acts as a double jeopardy for these students. Though collaboration between schools and families in the design and implementation of special education services is a key mandate of the Individuals with Disabilities Education Improvement Act of 2004, research shows that there continue to be obstacles to effective partnerships between schools and families of students with disabilities, which are even more prominent for families from diverse backgrounds. In this chapter, the authors review the literature and research on partnerships between schools and families of children with disabilities, paying particular attention to those families whose voices are often unheard. Specific research on the experiences of Middle Eastern, North African, and Southwest Asian families is highlighted, and strategies for working with CLD families whose children have disabilities are provided.

scholarly journals Examining Learning Disabilities in Schools through an Intersectional and Equitable Lens

2021 ◽  
Author(s):  
Enoch Leung
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Disproportionate Representation ◽  
Special Education Services ◽  
Education Services ◽  
Education Data ◽  
To Receive

This book chapter examines the intersection between learning disabilities (LD) and other marginalized identities to understand the diverse experiences of students with LDs and the disproportionalities that exist in LD identification and support in schools. Largely driven by the history and evolution of inclusion of disabilities in schools, Response to Intervention (RtI) arose as a model designed to increase academic performance among students with and without disabilities. Though RtI is a model shown to minimize inappropriate identification of LDs, intersectionality must be taken into consideration to understand the disproportionate representation of culturally and linguistically diverse (CLD) students in special education. Data from the National Assessment of Educational Progress suggest social factors (e.g. socioeconomic disadvantages, racial and ethnic intersection) as a potential cause for disproportionate representation and points to a need to further understand the disproportionality of different groups of students being over- or under-identified to receive special education services.

Evidence-Based and Culturally Sustaining Practices for Diverse Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 105345122110510
Author(s):  
Vandana Nandakumar ◽  
Nikita McCree ◽  
Ambra L. Green
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Evidence Based ◽  
Diverse Students ◽  
Special Education Services ◽  
Education Services ◽  
Diverse Backgrounds ◽  
To Receive ◽  
Referrals For Special Education

Children from diverse backgrounds are more likely to receive special education services for emotional or behavioral disorders. These data validate the research that advocates for practitioners to use evidence-based and culturally sustaining practices. This article discusses how strategically implemented, evidence-based, and culturally sustaining practices can assist in preventing inaccurate referrals for special education services.

A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds

2020 ◽  
Vol 50 ◽  
pp. 157-178 ◽  
Author(s):  
Anne L. Larson ◽  
Lauren M. Cycyk ◽  
Judith J. Carta ◽  
Carol Scheffner Hammer ◽  
Melissa Baralt ◽  
...  
Keyword(s):  
Systematic Review ◽  
Young Children ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Backgrounds

Cultural Relevance in Special Education: Current Status and Future Directions

2019 ◽  
Vol 54 (5) ◽  
pp. 304-310
Author(s):  
Monica R. Brown ◽  
June P. Dennis ◽  
Monique Matute-Chavarria
Keyword(s):  
Special Education ◽  
Family Involvement ◽  
Behavior Management ◽  
Linguistically Diverse ◽  
Transition Services ◽  
Culturally And Linguistically Diverse ◽  
Current Status ◽  
Education Experience ◽  
Diverse Backgrounds ◽  
And Behavior

Increasingly, educators have been charged with delivering academic and other instruction to groups of students who are culturally unlike themselves. What teachers know regarding the attitudes toward cultural diversity can be a powerful determinant of the academic, social, and behavioral opportunities and outcomes for students from culturally and linguistically diverse backgrounds in special education. Teachers are encouraged to integrate culturally responsive (CR) practices across the special education experience to better address the needs of these students. Typically, when included, it is in the areas of school discipline (behavior), transition, and family involvement. In this article, the authors discuss (a) the minoritization of students from culturally and linguistically diverse backgrounds, (b) the effects of forced special education (e.g., overrepresentation and disproportionality), and (c) current CR practices in special education (e.g., working with families, classroom and behavior management, and transition services). Suggestions for creating culturally sustaining and inclusive environments in special education are recommended.

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