ERIC Number: ED366139
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Reducing the Inappropriate Referrals of Language Minority Youngsters to Special Education Settings through Teacher Training.
This practicum involved the design and implementation of inservice training sessions for educators, to reduce the incidence of limited English proficient (LEP) pupils being inappropriately referred for possible special education placement. The inservice sessions covered the difference between a linguistic diversity and a handicap, prereferral strategies, and training in the Spanish language in order to help Hispanic children and families feel more comfortable in the school and community. Hispanic parent seminars were developed to increase parent advocacy for their children's programs. A booklet on prereferral strategies was also written and disseminated. The booklet describes the LEP student in the mainstream classroom; the role of the English-as-a-Second-Language teacher; the assessment of LEP students; and the roles of parents, administrators, and interpreters. Appendices contain copies of survey forms and questionnaires, a copy of the booklet on prereferral strategies, and practicum evaluation data. (Contains approximately 60 references.) (Author/JDD)
Descriptors: Elementary School Students, Elementary Secondary Education, English (Second Language), Hispanic Americans, Inservice Teacher Education, Language Impairments, Limited English Speaking, Parent Participation, Prereferral Intervention, Program Development, Program Implementation, Referral, Secondary School Students, Spanish Speaking, Special Education
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Language Minorities
Note: Ed.D. Practicum Report, Nova University.