Bilingual Special Education Research Articles

Bilingual Special Education

Bilingual Special Education

Bilingual Special Education Personnel Preparation

There are few teacher training programs in bilingual special education in the nation. This article describes the program at George Mason University, The Northern University of the State of Virginia. It is an integrated program in which bilingual special education teachers are trained alongside their regular and special education counterparts. This integration produces two kinds of professionals: (a) special education teachers who are conversant with the issues of bilingual special education and thus somewhat better able to adapt their teaching skills to the needs of their bilingual exceptional pupils, and (b) bilingual special education teachers with specific skills in working with culturally and linguistically different exceptional children. The skills of the second group include skills in dealing with first- and second-language difficulties and with the possible negative interactions between cultural differences and handicapping conditions.

Certification and Training Programs for Bilingual Special Education

The 50 states and the District of Columbia were surveyed concerning their certification and training programs for bilingual special education. Results indicated that a single state had established a certification program for bilingual special educators, and institutions of higher education in only 16 states offered training for bilingual special educators. Implications fordevising and implementing certification and training programs are discussed.

The Bilingual Special Education Interface: issues in assessment.

The Bilingual Special Education Interface: issues in assessment.

School psychology and limited-English-proficient (LEP) children: New competencies

Children with limited-English-proficiency (LEP) and special education needs will be more numerous in the public schools of certain states. This article presents a set of competencies that are relevant to the practice of school psychology with LEP special pupils. Although the focus is on Hispanic children, the competencies apply to bilingual special education in general. They cover the following areas: second-language proficiency of the psychologist, cross-cultural awareness, assessment, knowledge of language development, skill in working with interpreters, and knowledge of bilingual education curriculum.

Trends in Bilingual Special Education

Handicapped children who are also limited-English proficient (LEP) have generally not been served adequately in the schools. Few practitioners are trained to diagnose and treat culturally and linguistically different children. Furthermore, in school systems which have resisted bilingual programs, special education has been enlisted to carry out the ignominious task of segregating LEP children from mainstream classrooms. As a result, a curious placement pattern has occurred whereby some LEP handicapped children are underserved whereas many normals are placed in special education. The traditional reluctance on the part of special education to recruit minority professionals and its separation from regular and bilingual education have stood in the way of progress. Nevertheless, a number of teacher training institutions have received grants to institute rudimentary bilingual special education programs with courses designed to bridge these gaps. Research developments also suggest that bilingual special education may emerge as a viable specialty within special education.

Equal educational opportunity and declining teacher morale at black, white, and Hispanic high schools in a large urban school district

School desegregation plans and program efforts in bilingual education, special education, compensatory education, and others designed to promote equal educational opportunity for minorities are threatened with a teaching staff best described as being “burned out,” highly stressed, of low morale, having high absenteeism, and subject to physical abuse. This study examines the extremely low level of teacher morale at inner-city schools and finds major “ethical” stressors such as racial tension among faculty, falsifying of school records, and sexual harassment by school officials emerging as factors contributing to teacher exit and absenteeism. With the use of multivariate discriminant analysis procedures and a sample of 400 high school teachers at nine high schools (three black, three white, and three Hispanic in terms of predominant ethnicity), a set of stressors were derived which uniquely characterize teachers at predominantly black, white, and Hispanic high schools. An economic framework is also presented for understanding the nature of the teacher morale, exit, and absenteeism phenomena in urban schools.

Bilingual Special Education: A Challenge for the Future

Bilingual Special Education: A Challenge for the Future

Early Identification of Learning Disabilities: Facts and Fallacies

Previous articleNext article No AccessEarly Identification of Learning Disabilities: Facts and FallaciesCarol Strickland Beers and James Wheelock BeersCarol Strickland Beers Search for more articles by this author and James Wheelock Beers Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 81, Number 2Nov., 1980 Article DOIhttps://doi.org/10.1086/461209 Views: 11Total views on this site Citations: 14Citations are reported from Crossref Copyright 1980 The University of ChicagoPDF download Crossref reports the following articles citing this article:Marcia Strong Scott, Christine F. Delgado Using educational placement in third grade to select and validate a preschool screening measure, Psychology in the Schools 40, no.66 (Oct 2003): 565–582.https://doi.org/10.1002/pits.10124Jim Cummins HER Classic Reprint: Empowering Minority Students: A Framework for Intervention, Harvard Educational Review 71, no.44 (Dec 2001): 649–676.https://doi.org/10.17763/haer.71.4.j261357m62846812Charles E. Woodul, Michael R. Vitale, Barbara J. Scott Using a Cooperative Multimedia Learning Environment to Enhance Learning and Affective Self-Perceptions of at-Risk Students in Grade 8, Journal of Educational Technology Systems 28, no.33 (Jul 2016): 239–252.https://doi.org/10.2190/0NFW-R5GV-X2V8-A7F9Eleanor Armour-Thomas, Sharon-ann Gopaul-McNicol In Search of Correlates of Learning Underlying “Learning Disability” Using a Bio-Ecological Assessment System, Journal of Social Distress and the Homeless 6, no.22 (Jul 2016): 143–159.https://doi.org/10.1007/BF02938533Marcia S. Scott, Lois-Lynn Stoyko Deuel, Angelika H. Claussen, Mercedes Sanchez Identifying Young Children with Mild Cognitive Deficiencies, Diagnostique 19, no.11 (Sep 2016): 335–359.https://doi.org/10.1177/153450849301900102Marcia S. Scott, Daryl B. Greenfield The screening potential of a taxonomic information task for the detection of learning disabled and mildly retarded children, Journal of Applied Developmental Psychology 12, no.44 (Oct 1991): 429–446.https://doi.org/10.1016/0193-3973(91)90019-ZKathleen C. Harris, Robert S. Rueda, Sister Phyllis Supancheck A Descriptive Study of Literacy Events in Secondary Special Education Programs in Linguistically Diverse Schools, Remedial and Special Education 11, no.44 (Aug 2016): 20–28.https://doi.org/10.1177/074193259001100406Rebecca H. Felton, Idalyn S. Brown Phonological processes as predictors of specific reading skills in children at risk for reading failure, Reading and Writing 2, no.11 (Jan 1990): 39–59.https://doi.org/10.1007/BF00383373Jim Cummins A Theoretical Framework for Bilingual Special Education, Exceptional Children 56, no.22 (Jul 2016): 111–119.https://doi.org/10.1177/001440298905600203Susan L. Weltner-Brunton, Felicisima C. Serafica, Gary R. Friedt Is Earlier Better? Reading Achievement and WISC-R Stability in Earlier Vs. Later Identified Students with Learning Disabilities, Learning Disability Quarterly 11, no.11 (Aug 2016): 71–79.https://doi.org/10.2307/1511039Marcia S. Scott, Daryl B. Greenfield, Esther Sterental Abstract categorization ability as a predictor of learning disability classification, Intelligence 10, no.44 (Oct 1986): 377–387.https://doi.org/10.1016/0160-2896(86)90005-XJim Cummins Empowering Minority Students: A Framework for Intervention, Harvard Educational Review 56, no.11 (Apr 1986): 18–37.https://doi.org/10.17763/haer.56.1.b327234461607787Daryl B. Greenfield, Marcia S. Scott Perceptual and conceptual variants of the oddity task as a predictor of learning disability, Journal of Abnormal Child Psychology 14, no.11 (Mar 1986): 135–148.https://doi.org/10.1007/BF00917229Daryl B. Greenfield, Marcia S. Scott Individual differences in preschool children's knowledge of superordinate categories, Journal of Applied Developmental Psychology 6, no.44 (Oct 1985): 321–334.https://doi.org/10.1016/0193-3973(85)90007-3