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.

Assistive Technology for Teacher Education

2010 ◽  
pp. 325-338
Author(s):  
Marcie M. Belfi ◽  
Kristen E. Jones
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
Family Context ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Students With Learning Disabilities ◽  
K 12

The purpose of this chapter is to provide teacher educators with current research related to assistive technology (AT) in K-12 schools. The first two sections present findings from the literature, first related to providing AT to culturally and linguistically diverse populations within a family context, and secondly to helping students with learning disabilities use AT for writing. Implications for practice are discussed. This chapter concludes with an overview of a curriculum model for training preservice teachers to become familiar with AT across the lifespan, choose appropriate AT for their students, and be able to practically use AT in the classroom.

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.

Culturally and Linguistically Diverse Students With Learning Disabilities: Building a Framework for Addressing Equity Through Empirical Research

2020 ◽  
pp. 073194872092900
Author(s):  
Audrey A. Trainor ◽  
Phyllis M. Robertson
Keyword(s):  
Learning Disabilities ◽  
Empirical Research ◽  
Effective Instruction ◽  
Linguistically Diverse ◽  
Diverse Students ◽  
Students With Learning Disabilities ◽  
Instructional Efficacy ◽  
Linguistically Diverse Students ◽  
Central Focus ◽  
Instruction And Learning

The purpose of this special series is to augment effective instruction for students with learning disabilities who are also considered culturally, racially/ethnically, linguistically, or otherwise diverse. In this paper, we acknowledge the central focus on technical rigor for the purpose of strengthening causal linkages between instruction and learning, thus enhancing instructional efficacy and accuracy. We also recognize that diminished access to effective instruction has contributed to the marginalization of diverse students. In our response to the articles in this series, we focus on the theorization of equity, articulated to varying degrees, underpinning and uniting these papers. Equity underscores the relevancy both of educational diversity and of research methods aimed toward generalizability. We discuss the implications of simultaneously using tools and methods required for both strengthening the empirical research base and studying systemic inequities inherent in our institutions and research practices.

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).

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