In order to provide culturally appropriate instructional materials for rural Culturally and Linguistically Diverse Exceptional (CLDE) students, a variety of culturally dynamic methods and materials have been developed for teachers of Mexican-American and Native American CLDE students in rural areas of Arizona. The instructional materials that are described can be easily adapted for use with other rural CLDE populations by changing the native language and native culture frame of reference to match those of the rural students in the local community.
Get full access to this article
View all access options for this article.
References
1.
Arizona Department of Education (2001). State Improvement Grant Application, Phoenix, AZ: Author.
2.
Baca,L., & Cervantes,H. (2004). The bilingual special education interface. (4th ed.). Columbus, OH: Merrill.
Cloud,N. (2002). Culturally and linguistically responsive instructional planning. In ArtilesA. & OrtizA. (Eds.), English language learners with special education needs: Identification, assessment, and instruction (pp. 107–132). McHenry, IL: Center for Applied Linguistics.
5.
Cloud,N., Genesee,F., & Hamayan,E. (2000). Dual language instruction: A handbook for enriched education. Boston: Heinle & Heinle.
6.
Dean,A.V., Salend,S.J. & Taylor,L. (1993). Multicultural education: A challenge for special educators. Teaching Exceptional Children.26 (1), 40–43.
7.
Eigenberger,M., Sealander,K., Peterson,P., Shellady,S., Prater,G. (Winter/Spring 2001). Challenges facing teacher educators in rural, remote and isolated areas: using what we know and what we have learned. Rural Special Education Quarterly,20 (1/2), 13–21.
8.
Garcia,S.B. & Malkin,D.H. (1993). Toward defining programs and services for culturally and linguistically diverse learners in special education. Teaching Exceptional Children,26 (1), 52–58.
9.
Gollnick,D.M. & Chinn,P. (2002). Multicultural education in a pluralistic society, (6thed.). Columbus, OH: Merrill.
10.
Heimbecker,C., Medina,C., Peterson,P., Redsteer,D., & Prater,G. (2002). Reaching American Indian special/elementary educators through a partnership with a Navajo Nation School District. Phi Delta Kappan, The Professional Journal for Education,23, 373–378.
11.
Patterson,C.H. (1996). Multicultural counseling: From diversity to universality. Journal of Counseling and Development,74, 227–231.
12.
Peterson,P., Medina,C., Gilmer,J., Prater,G., & Stemmler,K. (2002) Changing the face of teacher preparation: Developing rural exceptional-educators to address multicultural students. Journal of Borderwalking, 5, 53–64.
13.
Salend,S., Dorney,J., & Mazo,M. (1997), The rules of bilingual special education in creating inclusive classrooms.Remedial and Special Education,18 (1), 54–62.
14.
Sealander,K., Bell,R., Akin-Little,A., Shade,R., Peterson,P., & Prater,G. (2000). Practical suggestions for teachers and parents: A list of behavioral, social, and academic interventions and recommendations. The School Psychologist,54 (1), 1 – 6.
