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.
Get full access to this article
View all access options for this article.
References
1.
Baca, L. M., & Almanza, E. (1991). Language minority students with disabilities. Reston, VA: Council for Exceptional Children.
2.
Baca, L. M., & Cervantes, H. T. (1989). The bilingual special education interface (2nd ed.). Columbus, OH: Merrill.
3.
Baca, L. M., & de Valenzuela, J. S. (1994). Reconstructing the bilingual special education interface (National Clearinghouse for Bilingual Education Program Information Guide Series No. 20). Washington, DC.
4.
Bos, C. S. (1995). Professional development and teacher change: Encouraging news from the trenches. Remedial and Special Education, 16(6), 379–382.
5.
Chinn, P. C. (1995, August). Changing demographics in the United States. Paper presented at the Bilingual Special Education Training of Trainers Institute, BUENO Center, University of Colorado, Boulder.
6.
Corbett, H. D. (1990). On the meaning of restructuring. Philadelphia, PA: Research for Better Schools.
7.
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Austin, TX: PRO-ED.
8.
Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, 18–36.
9.
Cummins, J. (1991). The development of bilingual proficiency from home to school: A longitudinal study of Portuguese-speaking children. Journal of Education, 173(2), 85–97.
10.
Cummins, J. (1992). Bilingual education and English immersion: The Ramírez report in theoretical perspective. Bilingual Research Journal, 16(1&2), 91–104.
11.
Daniels, T. D., & DeWine, S. (1991). Communication process as target and tool for consultancy intervention: Rethinking a hackneyed theme. Journal of Educational and Psychological Consultation, 2(4), 303–322.
12.
Davis, W. E., & McCaul, E. J. (1990). At-risk children and youth: A crisis in our schools and society. Orono, ME: Institute for the Study of At-Risk Students, College of Education, University of Maine.
13.
DeBevoise, W. (1986). Collaboration: Some principles of bridgework. Educational Leadership, 43(5), 9–12.
14.
Delgado, M. (1994). Hispanic natural support systems and the AODA field: A developmental framework for collaboration. Journal of Multicultural Social Work, 3(2), 11–37.
15.
Esquivel, G. B., & Yoshida, R. K. (1985). Special education for language minority students. Focus on Exceptional Children, 18(3), 1–8.
16.
Fradd, S. H. (1987). Accommodating the needs of limited English proficient students in regular classrooms. In S. Fradd & W. Tikunoff (Eds.), Bilingual education and special education: A guide for administrators (pp. 133–182). Boston: Little, Brown.
17.
Franklin, M. E., James, J. R., & Watson, A. L. (1996). Utilizing a cultural identity developmental model to plan culturally responsive reading and writing instruction. Reading and Writing Quarterly: Overcoming Learning Difficulties, 12, 41–58.
18.
Friend, M., & Cook, L. (1990). Collaboration as a predictor of success in school reform. Journal of Educational and Psychological Consultation, 1(1), 69–86.
19.
García, G. E., Pearson, P. D., & Jiménez, R. T. (1994). The at-risk situation: A synthesis of reading research. (Center for the Study of Reading Special Report), Champaign, IL: University of Illinois at Urbana-Champaign, College of Education.
20.
Garcia, S. B., & Ortiz, A. A. (1988). Preventing inappropriate referrals of language minority students to special education. (Focus: Occasional Papers in Bilingual Education No. 5). Washington, DC: National Clearinghouse for Bilingual Education.
21.
Gardner, S. (1994). Training for the future: Family support and school-linked services. Equity and Choice, 10(3), 16–18.
22.
Gardner, S. (1992). Key issues in developing school-linked integrated services. Education and Urban Society, 25(2), 141–152.
23.
Gersten, R., Brengelman, S., & Jiménez, R. (1994). Effective instruction for culturally and linguistically diverse students: A reconceptualization. Focus on Exceptional Children, 27(1), 1–16.
24.
Gibbs, J. (1980): The interpersonal orientation in mental health consultation: Toward a model of ethnic variations in consultation. Journal of Community Psychology, 8, 195–207.
25.
González, V., Bauerle, P., & Féliz-Holt, M. (1994, June). Assessment of language-minority students. NABE News, 13–15.
26.
Gwyn, F. S., & Kilpatrick, A. C. (1981, May). Family therapy with low-income Blacks: A tool or a turn-off?Social Casework, 259–266.
27.
Hakuta, K. (1990). Language and cognition in bilingual children. In A. M. Padilla, H. H. Fairchild, & C. Valadez (Eds.), Bilingual education: Issues and strategies (pp. 47–59). Newbury Park, CA: Sage.
28.
Hall, E. T. (1976). Beyond culture. Garden City, NY: Anchor Books.
29.
Harris, K. C. (1991). An expanded view on consultation competencies for educators serving culturally and linguistically diverse exceptional students. Teacher Education and Special Education, 14(1), 25–29.
30.
Harris, K. C. (1995). School-based bilingual special education teacher assistance teams. Remedial and Special Education, 16(6), 337–343.
31.
Hecht, M. L., Andersen, P. A., & Ribeau, S. A. (1989). The cultural dimensions of nonverbal communication. In M. K. Asante & W. B. Gudykunst (Eds.), Handbook of international and intercultural communication (pp. 163–185). Newbury Park, CA: Sage.
32.
Heron, T. E., & Harris, K. C. (1993). The educational consultant: Helping professionals, parents, and mainstreamed students (3rd ed.). Austin, TX: PRO-ED.
33.
Hyun, J. K., & Fowler, S. A. (1995). Respect, cultural sensitivity, and communication: Promoting participation by Asian families in the individualized family service plan. Teaching Exceptional Children, 28(1), 25–31.
34.
Jackson, D. N., & Hughley-Hayes, D. (1993). Multicultural issues in consultation. Journal of Counseling & Development, 72, 144–147.
35.
Jehl, J., & Kirst, M. W. (1993). Getting ready to provide school-linked services: What schools must do. Education and Urban Society, 25(2), 153–165.
36.
Kurpius, D. J. (1978). Consultation theory and process: An integrated model. Personnel and Guidance Journal, 56, 335–338.
37.
Kurpius, D. J., & Lewis, J. E. (1988). Assumptions and operating principles for preparing professionals to function as consultants. In J. F. West (Ed.), School consultation: Interdisciplinary perspectives on theory, research, training, and practice (pp. 143–154). Austin, TX: Association of Educational and Psychological Consultants.
38.
Lieberman, A. (1986). Collaborative research: Working with, not working on .. Educational Leadership, 45(3), 28–32.
39.
Lynch, E. W., & Hanson, M. J. (Eds.). (1992). Developing cross-cultural competence: A guide for working with young children and their families. Baltimore: Paul H. Brookes.
40.
Ortiz, A. A. (1990). Using school-based problem-solving teams for prereferral intervention. Bilingual Special Education Newsletter, 10, 1, 3–5.
41.
Ortiz, A. A., & Garcia, S. B. (1995). Serving Hispanic students with learning disabilities: Recommended policies and practices. Urban Education, 29(4), 471–481.
42.
Pallas, A. M., Natriello, G., & McDill, E. L. (1988, April). Who falls behind: Defining the “at-risk” population: Current dimensions and future trends. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
43.
Pallas, A. M., Natriello, G., & McDill, E. L. (1989). The changing nature of the disadvantaged population: Current dimensions and future trends. Educational Researcher, 18, 16–22.
44.
Porter, A. C. (1987). Teacher collaboration: New partners to attack old problems. Phi Delta Kappan, 69, 147–152.
45.
Reisberg, L., & Wolf, R. (1988). Instructional strategies for special education consultants. Remedial and Special Education, 9(6), 29–40, 47.
46.
Roberts, G. W., Bell, L. A., & Salend, S. J. (1991). Negotiating change for multicultural education: A consultation model. Journal of Educational and Psychological Consultation, 2(4), 323–342.
47.
Rossman, G. B., Corbett, H. D., & Firestone, W. A. (1988). Change and effectiveness in schools: A cultural perspective. Albany: State University of New York Press.
48.
Ruiz, N. T. (1989). An optimal learning environment for Rosemary. Exceptional Children, 56(2), 130–144.
49.
Teresa La Fromboise on multicultural issues. (1996). Microtraining and Multicultural Development, p. 5.
50.
Tharp, R. G. (1994, June). Cultural compatibility and the multicultural classroom: Oxymoron or opportunity? Paper presented at the Training and Development Improvement Quarterly Meeting, Albuquerque, NM.
51.
Tharp, R. G., & Yamauchi, L. A. (1994). Effective instructional conversation in Native American classrooms (Educational Practice Report No. 10). Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.
52.
Thomas, C., English, J., & Bickel, A. (1994). School-linked services: A model for change. Thrust for Educational Leadership, 23(4), 8–12.
53.
Velez, C. G. (1980). Mexican/Hispano support systems and confianza: Theoretical issues of cultural adaptation. In R. Valle & W. Vega (Eds.), Hispanic Natural Support Systems: Mental Health Promotion Strategies (p. 46). Sacramento: State of California.
54.
Villegas, A. M. (1991). Trends and issues paper No. 6: Culturally responsive pedagogy for the 1990s and beyond. Washington, DC: ERIC Clearinghouse on Teacher Education.
55.
Wehlage, G., & Rutter, R. (1986). Dropping out: How much do schools contribute to the problem?Teachers College Record, 87, 374–392.
56.
West, J. G., Idol, L, & Cannon, G. (1989). Collaboration in the schools: An inservice and preservice curriculum for teachers, support staff, and administrators. Austin, TX: PRO-ED.
57.
Willig, A. C., & Ortiz, A. A. (1991). The nonbiased individualized education program: Linking assessment to instruction. In E. V. Hamayan & J. S. Damico (Eds.), Limiting bias in the assessment of bilingual students (pp. 281–302). Austin, TX: PRO-ED.
58.
Wong Fillmore, L. (1991a). The NABE no-cost study on families. Unpublished report, University of California, Berkeley.
59.
Wong Fillmore, L. (1991b, June 19). A question for early-childhood programs: English first or families first?Education Week, p. 36.
60.
Zimpher, N., & Howey, K. R. (1992). Policy and practice toward the improvement of teacher education: An analysis of issues from recruitment to continuing professional development with recommendations. Elmhurst, IL: North Central Regional Educational Laboratory.
