Sage Journals: Discover world-class research

Abstract

Addressing the needs of students from culturally and linguistically diverse backgrounds who have disabilities has become a growing area of concern, especially as the demographic composition of the nation's public schools continues to change. The challenge to provide appropriate educational opportunities for studsnts from diverse backgrounds is most directly addressed through personnel preparation programs. These programs need to be developed according to competencies that are specific to bilingual multicultural special education. In this article, the authors present guidelines for the development and implementation of a graduate program in bilingual multicultural special education. The program at New Mexico State University is described as a model.

Get full access to this article

View all access options for this article.

References

Au, K.H. , & Kawakami, A.J. (1991). Culture and ownership: Schooling of minority students. Childhood Education, 67 (5), 280-284.

Baca, L.M. & Cervantes, H. (1998). The bilingual special education interface (3rd ed.) New York: Merrill.

Baca, L.M. , Fradd, S.H. , & Collier, C. (Summer, 1990). Progress in preparing personnel to meet the needs of handicapped limited English proficient students : Results of a survey in three highly impacted states. The Journal of Language Minority Students, 1, 5-20.

Cloud, N. (1993). Language, culture and disability : Implications for instruction and teacher preparation. Teacher Education and Special Education, 16 (1), 60-72.

Meyen, E.L. , & Skrtic, T.M. (1995). Special education and student disability: An introduction , (4th ed.). Denver, CO: Love.

National Clearinghouse for Professions in Special Education. (2000). Personnel training programs to teach bilingual special education. Reston, VA: Author.

Ogbu, J.U. (1974). The next generation: An ethnography of education in an urban neighborhood. New York: Academic Press.

Ortiz, A.A. (1992, March). Assessment and intervention model for linguistically different students. Austin, TX: The University of Texas at Austin, College of Education.

Ortiz, A.A. , & Maldonado-Colón, E. (1988). Reducing inappropriate referrals of language minority students in special education. In A. C. Willig & H. F. Greenberg (Eds.), Bilingualism and learning disabilities: Policy and practice for teachers and administrators (pp. 37-50). New York: American Library Publishing Company.

10.

Trueba, H.T. (1989). Raising silent voices: Educating linguistic minorities for the 2lst century. New York: Newbury House.

11.

Valero-Figuiera, E. (1986). Bilingual/multicultural special education personnel preparation: An integrated model. Teacher Education and Special Education, 9 (2), 82-88.

12.

Valles, E. (1998). The disproportionate representation of minority students in special education: Responding to the problem. The Journal of Special Education, 32 (1), 52-54.

13.

Wald, J.L. (1996). Culturally and linguistically diverse professionals in special education: A demographic analysis. Reston, VA : National Clearinghouse for Professions in Special Education.

14.

Winzer, M.A. & Mazurek, K. (1998). Special education in multicultural contexts. Columbus, OH: Merrill.

Bilingual Multicultural Special Education An Integrated Personnel Preparation Program

Abstract

Get full access to this article

References