National Institute for Urban School Improvement
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Special Needs Students

  • Are the Culturally Diverse Needs of Children Being Met in Special Education?
    A mail survey was conducted of 149 students (grades 4-8) with special needs in 19 school systems in inner city, suburban, and rural settings to determine their knowledge of cultural diversity and to identify their educational needs in this area.
  • Authentic Learning with At Risk Elementary School Children
    Children who are "at risk" are differentiated by their difficulty meeting standards for school success. This paper describes a model for a field-based component of an elementary education children's literature course involving in-school tutoring of at risk children.
  • 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.
  • 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.
  • Follow-up of children from academic and cognitive preschool curricula at age 9.
    This study reports on cognitive, academic, and social outcomes at age 9 years for a group of 141 children who participated in two highly contrasting early intervention programs, mediated learning (ML) and direct instruction (DI). Consistent with results at the end of intervention, no main-effect differences between the two groups were obtained.
  • Language Barriers and Teaching Music
    Maintains that every public school student deserves an opportunity to study a musical instrument. Asserts that a limited command of English should not prevent a student from being accepted into instrumental music class or hinder that student's progress.
  • Now You See It; Now You Don't: A District's Short-Lived Commitment to an Alternative High School for Newly Arrived Immigrants
    Describes the response of an urban school district to the unexpected enrollment of large numbers of newly arrived immigrants. Focuses on the processes that resulted in the implementation of an alternative high school and its abrupt closure a year later, and explores the implications of these decisions for policy and practice.
  • Reaching All Families: Creating Family-Friendly Schools
    Recognizing the critical role parents have in developing their children's learning habits, this booklet offers strategies that focus on ways principals and teachers can communicate with diverse families about: (1) school goals, programs, activities, and procedures; (2) the progress of individual students; and (3) home activities which can improve children's school learning.
  • The Care and Education of Young Bilinguals: An Introduction for Professionals
    This book is a comprehensive introduction for all professionals working with bilingual children. For speech therapists, physicians, psychologists, counselors, teachers, special needs personnel, and many others, this book addresses the most important issues at a practical level.
  • The Fight Free Classroom
    Describes implementation of the Fight Free Classroom intervention (designed to decrease fighting and aggressiveness by helping students take ownership of their behavior) in an urban elementary school that included students with emotional and behavioral disorders (EBD). Overall, aggressive acts among students with and without EBD decreased immediately after participation in the intervention.