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• A Comparison of the Additive and Transformation Approaches to Multicultural Education
  This project compared the degree to which additive and transformational approaches to multicultural education increased children's understanding and appreciation of physically challenged children. The additive approach integrates ethnic content to the regular curriculum by adding content, concepts, themes, and perspectives without changing the basic structure, purposes, and characteristics.
• A Deans' Grant Initiative for the Twenty-First Century?
  This article poses three scenarios for national personnel preparation initiatives that would parallel the structure of the former Deans' Grants: a national initiative on the intersection of disability and diversity, a national initiative on school-university partnerships and disability, and a national initiative on service learning and disability. (Contains one reference.) (Author/CR).
• Addressing Diversity in Special Education Research. ERIC/OSEP Digest
  This digest reviews scientific and methodological problems in special education research related to race, ethnicity, and socioeconomic status.
• All Kids Count: Including Students with Disabilities in Statewide Assessment Programs
  "All Kids Count is intended as a basic primer on the participation of students with disabilities in statewide assessment systems. Its purpose is to give parents, parent leaders, professional, and other interested parties basic guidelines and points of reference for participating in discussions around policies and practices related to the inclusion of students with disabilities in large-scale assessment programs.
• All Kids Count: Including Students with Disabilities in Statewide Assessment Programs
  "All Kids Count is intended as a basic primer on the participation of students with disabilities in statewide assessment systems. Its purpose is to give parents, parent leaders, professional, and other interested parties basic guidelines and points of reference for participating in discussions around policies and practices related to the inclusion of students with disabilities in large-scale assessment programs.
• An Exploration of the Uses of Children's Books as an Approach for Enhancing Cultural Diversity
  Offers strategies for using children's books as tools for teaching able-bodied children about the unique needs of children with disabilities and how disabilities are an important aspect of cultural diversity. Notes five genres for conducting bibliotherapy: fiction, nonfiction, self-help books, fairy tales, and picture books.
• Annual Needs Assessment, 1998: Region V Head Start-Child Care Partnerships & Training and Technical Assistance Needs in the Area of Disabilities
  The Great Lakes Quality Improvement Center for Disabilities (Region V QIC-D or GLQIC-D) serves Head Start Programs in Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin, and conducts an annual needs assessment of the Head Start Disability Services Coordinators. For 1998, 264 coordinators completed the survey, which gathered information regarding Head Start-Child Care partnerships and initiatives, training and technical assistance needs regarding parents with disabilities, and needs in library resources regarding disabilities.
• Children with Special Health Care Needs and Their Families: Building on Cultural Strengths. CYDLINE Reviews.
  This annotated bibliography focuses on materials published after 1991 about cultural competence and children with special health care needs.
• Children's Literature about Disabilities Enhancing Multicultural Education in Elementary Schools
  This paper describes the use of unbiased stories featuring children with disabilities as a part of presenting a multicultural perspective in elementary schools. It emphasizes that the inclusion of a multicultural perspective will help teach social acceptance rather than separation, and laments that current children's books about disabilities tell little about true experiences of people with disabilities and have had the ultimate effect of dehumanizing the people.
• Collaborative Interventions for Assisting Students with Acquired Brain Injuries in School
  Brain injury is a leading cause of disability in students. These students will need support throughout their school career.
• Compendium: Writings on Effective Practices for Culturally and Linguistically Diverse Exceptional Learners
  Derived from two national multicultural symposia, this compendium focuses on an array of topics that combine research and educational practices for youth from culturally and linguistically diverse backgrounds with disabilities and/or gifts.
• Counseling in the Rehabilitation Process: Community Services for Mental and Physical Disabilities. Second Edition
  This text provides an overview of vocational rehabilitation counseling and services.
• Creating caring school and classroom communities for all students
  This collection of papers offers advice on restructuring education to create heterogeneous schools, with the goal of creating happy, comfortable, and successful learning environments for all the children and adults who learn and teach in them.
• Creating Culturally Responsive, Inclusive Classrooms
  This article provides the following guidelines for creating culturally responsive, inclusive classrooms: use a range of culturally sensitive methods and materials, create a classroom atmosphere that respects individuals and their cultures, foster an interactive classroom learning environment, employ ongoing and culturally aware assessments, and collaborate with other professionals and families. (Contains references.) (CR).
• Creating tomorrow's schools today: Stories of inclusions, change and renewal
  This book discusses the inclusion of children with disabilities in general education settings and provides accounts of successful inclusive school communities.
• Culturally sensitive instructional practices for African-American learners with disabilities
  This article discusses the cultural and educational needs of African-American learners with disabilities. Six theoretical assumptions establish some basic suppositions about culturally and linguistically diverse learners and effective instructional practices.
• Curriculum Reform To Address Multicultural Issues in Special Education
  This paper focuses on the outcomes of the social forces that operate against African American males in school and society and their all too frequent placement in special education programs, with the core of the problem remaining in the Institutions of Higher Education (IHE). Reasons for the overrepresentation of African American children and youth in special education program are discussed, including placement and testing procedures, cultural differences, parent and teacher training programs, economic factors, and the inability of schools to educate diverse populations adequately.
• Curriculum Reform To Address Multicultural Issues in Special Education
  This paper focuses on the outcomes of the social forces that operate against African American males in school and society and their all too frequent placement in special education programs, with the core of the problem remaining in the Institutions of Higher Education (IHE).
• Democratic Dispositions and Cultural Competency: Ingredients for School Renewal
  This article argues that the current school reform movement of high-stakes testing is misguided. It advocates that democratic dispositions and cultural competency be included in the major goals of schooling and proposes that the purpose of schooling should be determined through public deliberation within diverse communities.
• Disabled Learners in South Asia: Lessons from the Past for Educational Exporters
  This paper examines the cultural traditions of South Asia, especially India and Pakistan, regarding the education of children with special needs. This valuable cultural heritage has been largely ignored in the inflow of western educational ideas and the professionalization of special education, especially in the late 19th century.
• Disproportionate Representation: A Critique of State and Local Strategies. Policy Forum Report (Washington, D.C., September 14-15, 1995). Final Report
  This document reports on the purpose, implementation, and outcomes of a policy forum on strategies used to address the disproportionate number of students from minority ethnic/racial groups receiving special education. Participants included representatives of state education agencies, local education agencies, the university/research community, general education, the Office for Civil Rights, and advocacy groups.
• Educating One and All: Students with Disabilities and Standards-Based Reform
  In this report, the Committee on Goals 2000 and the Inclusion of Students with Disabilities reports on a systematic comparison of the policies and practices related to standards-based reform and special education. This report assesses the extent to which the goals of common standards and individualized education can be reconciled.
• Educating One and All: Students with Disabilities and Standards-Based Reform
  In this report, the Committee on Goals 2000 and the Inclusion of Students with Disabilities reports on a systematic comparison of the policies and practices related to standards-based reform and special education. This report assesses the extent to which the goals of common standards and individualized education can be reconciled.
• Empowering Culturally Diverse Exceptional Learners in the 21st Century: Imperatives for U.S. Educators
  This article examines issues in the education of culturally different students in the nation's schools. The first section examines factors underlying the future education of this population including demographic increases in numbers of culturally diverse students in the schools, historic discrimination against these groups, and under-representation or over-representation of some ethnic minorities in certain special education categories.
• Ethnocentrism and Black Students with Disabilities: Bridging the Cultural Gap, Volume I
  This book investigates the educational methods, achievements, and teacher expectations among black and white students with disabilities. It finds that poverty, racism, cultural differences between blacks and whites, and inferior socioeconomic conditions are the main causal factors that result in black children being "labeled" as exceptional and placed in special education classes at an alarmingly disproportionate rate.
• Functional and structural analyses of behavior: Approaches leading to reduced use of punishment procedures?
  Emerging approaches for dealing with inappropriate behaviors of the disabled involve conducting a functional or structural behavior analysis to isolate the factors responsible for the aberrant behavior and implementing corrective procedures (often alternatives to punishment) relevant to the function of the inappropriate behavior.
• Good News and Bad News: A Comparison of Teacher Educators' and Preservice Teachers' Beliefs about Diversity Issues
  This study examined teacher educators' and student teachers' beliefs about, attitudes toward, and sensitivity regarding cultural diversity and other diversity issues. The Beliefs about Diversity Scale was used to assess respondents' beliefs about race, gender, social class, ability, language/immigration, sexual orientation, and multicultural education.
• Hardman, M.L., McDonnell, J., & Welch, M.
  Since its original passage as Public Law 94-142, the Individuals with Disabilities Education Act (IDEA) has been the cornerstone of practice in special education. This federal law has enabled all eligible students with disabilities to access a free and appropriate public education.
• Help or Hindrance? Staff Perspectives on Developmental Assessment in Multicultural Early Childhood Settings
  Thirty-five staff members' views on developmental assessment in a multicultural early childhood setting are described and used to initiate a critique of current practice in assessment of young children. Staff expressed a range of opinions from endorsement to frank rejection of the utility, validity, and ethics of developmental assessment.
• Helping Students with Disabilities Participate in Standards-Based Mathematics Curriculum. ERIC/OSEP Digest
  This digest discusses how selected researchers are informing practice in four key areas relating to the participation of students with disabilities in standards-based mathematics curriculum. The first area focuses on enhancing students' understanding of mathematics and emphasizes the need to make math meaningful for students with disabilities.
• Improving the retention of special education teachers. Final report. RTI project 5168
  A 3-year research and development project examined ways to improve the retention of special education teachers in the Memphis (Tennessee) City Schools. Several individual studies identified sources of dissatisfaction with teaching and the conditions that would encourage career longevity among teachers.
• Including Students with Disabilities in Standards Based Education Reform
  When all students participate in a challenging general curriculum, when educators, service providers and parents share high expectations that all students can attain high standards, rely on state-of-the-art knowledge and instructional strategies, and when we effectively use information gathered from the assessment process to inform both progress and systems improvement, a standards-based educational system can successfully benefit students with disabilities.
• Inclusion and School Reform: Transforming America’s Classrooms
  This book examines the education of students with disabilities in the United States based on three historical stages: (1) the exclusion of these students from public schooling by law or regulation; (2) the institution of formal programs for schooling based on judicial and/or legislative requirements; and (3) progress toward defining the nature of inclusive policies and practices in public education.
• Inclusive Schooling Practices: Pedagogical and Research Foundations: A Synthesis of the Literature that Informs Best Practice About Inclusive Schools
  This monograph summarizes the literature base that informs current understanding of the best approaches to support students with disabilities in inclusive settings.
• Issues in Educating Students with Disabilities. The LEA Series on Special Education and Disability
  This book is designed to reaffirm the value of special instruction and to provide information on current research and practice which shows productive and successful outcomes.
• Issues in Educating Students with Disabilities. The LEA Series on Special Education and Disability
  This book is designed to reaffirm the value of special instruction and to provide information on current research and practice which shows productive and successful outcomes. It addresses the definition of disabilities, the assessment of disabilities, instruction, special populations, special education legislation and policy, and integration.
• Multicultural Education and Technology: Perspectives To Consider
  This article discusses multicultural education and educational technology and the digital divide created by lack of access to and use of technology by members of various social identity groups. Educators are urged to re-think technology integration using a multicultural education framework.
• Multicultural Education for Learners with Exceptionalities. Advances in Special Education Series, Volume 12
  This volume contains a collection of chapters written by individuals in the fields of general and special education on multicultural education and students with exceptionalities.
• Multicultural Education: Powerful Tool for Preparing Future General and Special Educators
  This article argues that multicultural education is a powerful and necessary tool for preparing future general and special educators to provide services to students with disabilities from culturally and linguistically diverse backgrounds. It presents ideas for educators willing to assist multicultural learners in maximizing their fullest potential in inclusive settings.
• Multicultural Is Who We Are: Literature as a Reflection of Ourselves
  This article discusses multicultural children's literature, the need for teachers to include multicultural children's literature in their teaching, how teachers can encourage pluralism, and evaluating and selecting multicultural literature titles. A selection of 17 multicultural books for use in the classroom is provided.
• Multicultural Teacher Education in Special and Bilingual Education
  This introductory article to the special issue summarizes following articles, which describe the status of research on multicultural education and special education, the development, implementation, and evolution of multicultural education courses at two major research universities, and findings about the impact of coursework on the thinking and actions of preservice and novice teachers.
• Multiple Voices for Ethnically Diverse Exceptional Learners, 2000
  This publication presents seven articles concerned with the education of students with disabilities or special talents who also have cultural or linguistic differences.
• Multiple Voices for Ethnically Diverse Exceptional Learners. 1997
  This collection of articles focuses on the paradigms, research, policies, and daily school practices that tend either to reduce or perpetuate inequities in educational opportunities for culturally and linguistically diverse individuals with disabilities and/or gifts and talents.
• Negotiating the special education maze: A guide for parents and teachers
  Designed to assist parents and teachers in understanding the complex procedures of special education, this book describes the process for obtaining school services for children with disabilities. An introduction reviews six major provisions of the Individuals with Disabilities Education Act (IDEA) that relate to children's rights to a free, appropriate public education and parent involvement in decision-making.
• Overrepresentation of Minority Students in Special Education: A Continuing Debate
  This article reviews historically the overrepresentation of Latino and African-American students in special education; examines the influence of court cases, debate about systemic issues, demographic and socioeconomic changes, the construction of minority students' school failure, and the fallacy of the cultural diversity-disability analogy; and offers solutions.
• Portfolio Assessment and Special Education Students
  The potential of portfolio assessment in special education is addressed, including its value in displaying authentic tasks, a listing of potential portfolio items, advantages of portfolio assessment, possible problems, examples from special education, case studies, and guidelines for developing and using portfolios.
• Project Bridge: Preparing African-American Teachers To Work with Young Children with Disabilities and Their Families. Final Report
  This final report describes the activities and outcomes of a federally funded project that was designed to prepare African-American students at the graduate level as teachers in Early Childhood Special Education (ECSE), who would be capable of meeting the special education needs of young children with disabilities, ages birth through five, and their families.
• Reflecting, Reconceptualizing, and Revising: The Evolution of a Portfolio Assignment in a Multicultural Teacher Education Course
  Describes the use of portfolios in teacher education programs and the development and evolution of a portfolio assignment in a course on multicultural issues in special education. Qualitative data that describe students' (n=156) learning is presented, and implications for future practice and research is provided.
• Reinvented inclusive schools: A framework to guide fundamental change
  This report presents a systemic change framework for creating inclusive urban schools. It explains that if a key feature of reform focuses on multicultural education as a fundamental social and educational transformation, then opportunities for all students to achieve educational equity will be realized in U.S.
• Reinvented inclusive schools: A framework to guide fundamental change
  This report presents a systemic change framework for creating inclusive urban schools. It explains that if a key feature of reform focuses on multicultural education as a fundamental social and educational transformation, then opportunities for all students to achieve educational equity will be realized in U.S.
• Reinvented inclusive schools: A framework to guide fundamental change
  This report presents a systemic change framework for creating inclusive urban schools. It explains that if a key feature of reform focuses on multicultural education as a fundamental social and educational transformation, then opportunities for all students to achieve educational equity will be realized in U.S.
• Relative Differences in Academic Self-Concept and Peer Acceptance Among Students in Inclusive Classrooms
  A study of over 2000 students in the Toronto area who were ”receiving instruction in inclusive general education classrooms” (2nd to 8th grades). The study compared academic self concept and peer acceptance across four groups of students identified as: ”disabled,” ”at risk,” ”ESL,” and ”non-categorized”.
• Restructuring public schools: Strategies for organizational change and programs.
  This collection of papers offers advice on restructuring education to create heterogeneous schools, with the goal of creating happy, comfortable, and successful learning environments for all the children and adults who learn and teach in them.
• Schools Fit for All
  In teacher-education programs, discussions of multiculturalism have been largely separate from those about inclusion of students with disabilities. Classrooms have always been heterogeneous.
• Social Workers’ Views of Parents of Children with Mental and Emotional Disabilities
  In response to concerns expressed by parents of children with emotional and mental disabilities about professionals’ attitudes and beliefs, the authors surveyed the views of a sample of clinical social workers. The majority of respondents in a national random sample endorsed statements expressing validating attitudes toward parents, agreement with open information sharing, and agreement with providing specific guidance to parents about how to help their children.
• Special Education in Multicultural Contexts
  This book examines the impact of cultural and linguistic diversity on the learning of children with disabilities and giftedness, and explores multicultural education and the ways that multicultural perspectives can be taught to children with disabilities.
• Standards & Inclusion: Can We Have Both?
  The move toward higher standards in our nation’s schools has raised a major dilemma for educators committed to the inclusion of students with disabilities. How can these students truly succeed in a learning environment where academic standards and formalized testing are increasing?” This video discusses the following: The Consequences of Higher Standards; The Seven Factors of Successful Inclusion; the Reauthorization of I.D.E.A.; and the Restructuring of Our Schools.
• Standards for Student Behavior
  Funding Support is a targeted disability program for school aged students. It is designed to maximise for students with disabilities enrolled in regular classes their full participation in the range of programs offered by their school.
• Teachers' perceptions of administrative support.
  This report summarizes results of a survey of special educators regarding first, their working conditions related to central office support and, second, the impact of administrative support on their job satisfaction, commitment, and intent to leave. Major findings regarding teacher attitudes toward central office administrators include a perceived administrative distance with a sense of being managed from a distance and a lack of proactive assistance and a perceived dissonance in priorities and values between teachers and central office administrators.
• The Comprehensive Support Model for Culturally Diverse Exceptional Learners: Intervention in an Age of Change
  This article discusses how students, teachers, families, communities, and government can work together using the Comprehensive Support Model (CSM) as an intervention for culturally diverse learners with exceptionalities. Embedded in the discussion are cases that illustrate functions of CSM.
• The Conciliation Project [Videotape].
  This 23-minute videotape describes the Conciliation Project, which was developed to resolve conflicts between parents and schools in Lane County (Oregon) regarding students' special education programs. The video presents a case developer who gathers information about a specific situation and a team of trained community volunteers who facilitate the communication process and help the participants develop a plan of action or resolution.
• The Disproportionate Representation of Minority Students in Special Education: Responding to the Problem
  Identifies specific content that teacher trainers in special and general education should consider incorporating into preservice training programs in an effort to address the over- and underrepresentation of culturally and linguistically diverse students in special education programs. The fields of multicultural education and bilingual education are seen to offer effective practices and programs for diverse special-needs learners.
• The Language of Disability Diagnosises: Writing and Talking Back in Multicultural Settings
  Fiction, journal, and creative writing can help highlight the positive qualities of diverse minority children. Educational psychology often diagnoses difference as disability.
• The Preservice Education of Teachers for Student Diversity: An Analysis of the Special Education Empirical Literature
  This monograph analyzes the empirical literature on multicultural teacher education. The first section summarizes the existing literature in general education and points out strengths and weaknesses.
• The Promise of Adulthood
  This chapter explores the status of adulthood and discusses how adulthood applies to people with severe disabilities. The point is not that people with severe disabilities who are over the age of 18 or 21 are somehow not adults, of course, they are adults.
• The Theoretical Foundations of Professional Development in Special Education: Is Sociocultural Theory Enough?
  This article reviews sociocultural, multicultural, and critical pedagogical theories and suggests that an adequate and sufficient theoretical framework for professional development in special education must explicitly and directly address issues of power, discrimination, and relative status that underlie dilemmas of practice. It offers vignettes of such dilemmas, with reference to the 1998 Council for Exceptional Children's professional standards.
• To assure the free approprite public education of all children with disabilities: 18th annual report to congress in the implementation of The Individuals with Disabilities Education Act
  The Individuals with Disabilities Education Act Amendments of 1997 Public Law 105-17, were signed by the President on June 4, 1997. The Final IDEA '97 Regulations were released on Friday, March 12, 1999.