Language Differences or Learning Difficulties

Abrams J. Ferguson J. Laud L. (2001). Assessing ESOL students. Educational Leadership, 59 (3), 62–65.

Brice A. Roseberry-McKibbin C. (2001). Choice of languages in instruction: One language or two? TEACHING Exceptional Children, 33 (4), 10–16.

Cartledge G. Kea C. D. Ida D. J. (2000). Anticipating differences—Celebrating strengths: Providing culturally competent services for students with serious emotional disturbance. TEACHING Exceptional Children, 32 (3), 30–37.

Thomas C. Chase Correa V. Morsink C. (2001). Interactive teaming: Enhancing programs for students with special needs (3rd ed.). Columbus, OH: Merrill/Prentice-Hall.*

Collier V. (1995). Acquiring a second language for school. Directions in Language and Education, 1 (4), 1–12.

Cummins J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. San Diego, CA: College-Hill.

Damico J. S. (1991). Descriptive assessment of communicative ability in Limited English Proficient students. In Hamayan E. Damico J. S. (Eds.), Limiting bias in the assessment of bilingual students (pp. 157–218). Austin, TX: PRO-ED.*

Fierro-Cobas V. Chan E. (2001). Language development in bilingual children: A primer for pediatricians. Contemporary Pediatrics, 18 (7), 79–98.

Fueyo V. (1997). Below the tip of the iceberg: Teaching language minority students. TEACHING Exceptional Children, 30 (1), 61–65.

Gay G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53 (2), 106–116.

Gersten R. (1999). The changing face of bilingual education. Educational Leadership, 56 (7), 41–45.

Langdon H. W. (1989). Language disorder or difference? Assessing the language skills of Hispanic students. Exceptional Children, 56, 160–167.

Maldonado-Colon E. (1995, April). Second language learners in special education: Language framework for inclusive classrooms. Paper presented at the international meeting of the Council for Exceptional Children, Indianapolis.

Montgomery W. (2001). Creating culturally responsive, inclusive classrooms. TEACHING Exceptional Children, 33 (4), 4–9.

Obiakor F. E. (1999). Teacher expectations of minority exceptional learners: Impact on accuracy of self-concepts. Exceptional Children, 66, 39–53.

Ochoa S. H. Robles-Pina R. Garcia S. B. Breunig N. (1999). School psychologists' perspectives on referrals of language minority students. Multiple Voices, 3 (1), 1–13.

Ortiz A. A. (1997). Learning disabilities occurring concomitantly with linguistic differences. Journal of Learning Disabilities, 30, 321–332.

Rice L. S. Ortiz A. A. (1994). Second language difference or learning disability? LD Forum, 19 (2), 11–13.

Salend S. J. (2001). Creating inclusive classrooms: Effective and reflective practices (4th ed.). Columbus, OH: Merrill/Prentice-Hall.*

Salend S. J. Dorney J. A. Mazo M. (1997). The roles of bilingual special educators in creating inclusive classrooms. Remedial and Special Education, 18, 54–64.

Thomas W. P. Collier V. P. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education.

Tiedt P. L. Tiedt I. (2001). Multicultural teaching: A handbook of activities, information, and resources (6th ed.). Boston: Allyn & Bacon.*