AuK. H. (1993). Literary instruction in multicultural settings. New York: Harcourt Brace.*
2.
BooneR. S.WolfeP. S., & SchauflerJ. H. (1999). Written communication in special education: Meeting the needs of culturally and linguistically diverse families. Multiple Voices, 3(1), 25–36.
3.
BoykinA. W. (1986). The triple quandary and the schooling of Afro-American children. In NeisserU. (Ed.), The school achievement of minority children: New perspectives (pp. 57–92). Hillsdale, NJ: Lawrence Erlbaum.*
4.
Campinha-BacoteJ. (1991). The process of cultural competence: A culturally competent model of care. Wyoming, OH: Transcultural C.A.R.E. Associates.*
5.
CartledgeG., & MiddletonM. (1996). African Americans. In CartledgeG. & MilburnJ. F. (Eds.), Cultural diversity and social skills instruction: Understanding ethnic and gender differences (pp. 133–203). Champaign, IL: Research Press.*
6.
CartledgeG., & MilburnJ. F. (1996). Cultural diversity and social skills instruction: Understanding ethnic and gender differences. Champaign, IL: Research Press.*
7.
CartledgeG., & JohnsonTalbert C. (1997). School violence and cultural sensitivity. In GoldsteinA. P. & ConoleyJ. C. (Eds.), School violence intervention: A practical handbook (pp. 391–425). New York: Guilford Press.*
8.
Council of Economic Advisers for the President's Initiative on Race. (1998). Changing America: Indicators of social and economic well-being by race and Hispanic origin. Washington, DC: U.S. Government Printing Office. Available on the Internet: http://www.whitehouse.gov/WH/EOP/CEA/html/publications.html. (ERIC Document Reproduction Service No. ED 424 344).
9.
ElrichM. (1994). The stereotype within. Educational Leadership, 51(8), 12–15.
10.
FengH., & CartledgeG. (1996). Social skill assessment of inner city Asian, African, and European American students. School Psychology Review, 25, 227–238.
11.
FornessS. R. (1988). Planning for the needs of children with serious emotional disturbance: The national special education and mental health coalition. Behavioral Disorders, 13, 127–139.
12.
GarciaS. B., & MalkinD.H. (1993, Fall). Toward defining programs and services for culturally and linguistically diverse learners in special education. TEACHING Exceptional Children, 26(1), 52–58.
13.
HarrisK. C. (1996). Collaboration within a multicultural society: Issues for consideration. Remedial and Special Education, 17, 355–362.
14.
HarryB. (1995). African American families. In FordB. A.ObiakorF. E., & PattonJ. M. (Eds.), Effective education of African American exceptional learners (pp. 211–233). Austin, TX: PRO-ED.*
15.
HarryB.TorgusonC.KatkavichJ., & GuerreroM. (1993, Fall). Crossing social class and cultural barriers in working with families. TEACHING Exceptional Children, 26(1), 48–51.
16.
HillR. (1972). The strengths of Black families. New York: Hall Publishers.*
17.
HodgesV. G. (1993). Assessing for strengths and protective factors in child abuse and neglect: Risk assessment with families of color. In PecoraP. J. & EnglishD. J. (Eds.), Multicultural guidelines for assessing family strengths and risk factors in child protective services (pp. 1–11). Washington Risk Assessment Project with funding from the National Center on Child Abuse and Neglect, Grant Nos. 90-CA-1456/01 and 02.*
18.
IrvineJ. J. (1990). Black students and school failure: Policies, practices, and prescriptions. New York: Greenwood Press.*
19.
Ishii-JordanS., & PetersonR. L. (1994). Behavioral disorders in the context of Asian cultures. In Ishii-JordanS. & PetersonR. L. (Eds.), Multicultural issues in the education of students with behavioral disorders (pp. 105–114). Cambridge, MA: Brookline.*
20.
KeaC. D. (1997). Reconnecting with African-American families. Reaching Today's Youth, 2(1), 57–61.
21.
KeaC. D., & UtleyC. A. (1998). To teach me is to know me. The Journal of Special Education, 32(1), 44–47.
22.
KuykendallC. (1992). From rage to hope: Strategies for reclaiming Black & Hispanic students. Bloomington, IN: National Educational Service.*
23.
LealR. (1994). Conflicting views of discipline in San Antonio schools. Education and Urban Society, 27, 35–44.
24.
LoganS. L. (1996). The black family: Strengths, self-help, and positive change. Boulder, CO: Westview Press.*
25.
MartinJ. M., & MartinM. P. (1985). The helping tradition in the Black family and community. Washington, DC: National Association of Social Workers Press.*
26.
McIntyreT. (1996). Guidelines for providing appropriate services to culturally diverse students with emotional and/or behavioral disorders. Behavioral Disorders, 21, 137–144.
27.
MiddletonM. B. & CartledgeG. (1995). The effects of social skills instruction and parental involvement on the aggressive behaviors of African American males. Behavior Modification, 19, 192–210.
28.
PangV. O. (1997). Caring for the whole child: Asian Pacific American students. In IrvineJ. J. (Eds.), Critical knowledge for diverse teachers and learners (pp. 149–188). Washington, DC: American Association of Colleges for Teacher Education (AACTE). (ERIC Document Reproduction Service No. ED 413 292).
29.
Robinson-ZañartuC. (1996). Serving Native American children and families: Considering cultural variables. Language, Speech, and Hearing Services in School, 27, 373–384.
30.
SinghN. N.EllisC. R.OswaldD. P.WechslerH. A., & CurtisW. J. (1997). Value and address diversity. Journal of Emotional and Behavioral Disorders, 5(1), 24–35.
31.
ThorpE. K. (1997). Increasing opportunities for partnership with culturally and linguistically diverse families. Intervention in School and Clinic, 32, 261–269.
32.
TurnbullA. P., & TurnbullH. R.III. (1997). Families, professionals, and exceptionality: A special partnership (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.*
33.
TurnbullA. P.TurnbullH. R.ShankM.III, & LealD. (1995). Exceptional lives: Special education in today's schools. Englewood Cliffs, NJ: Prentice-Hall.*
34.
TylerN. (1999). Overcoming hidden biases in the classroom. Reaching Today's Youth, 3(2), 13–16.