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Showing all 12 results
Peer reviewed
Direct linkSanford, Amanda K.; Brown, Julie Esparza; Turner, Maranda – Multiple Voices for Ethnically Diverse Exceptional Learners, 2012
This paper proposes a model of effective instruction and intervention for English Learners (ELs) within a Response to Intervention (RTI) framework. First, we review literature on effective instruction for ELs and how RTI can address the needs of these students. Then, we describe the PLUSS model, which integrates research on effective instruction…
Descriptors: Response to Intervention, English Language Learners, Intervention, Instructional Effectiveness
Estrem, Theresa L.; Zhang, Shiju – Multiple Voices for Ethnically Diverse Exceptional Learners, 2010
The focus of research on disproportionality to date has been culturally and linguistically diverse (CLD) students with emotional/behavioral and learning disabilities and mental retardation. There is a dearth of research on the representation of CLD learners with autism spectrum disorders (ASD). Using data from the Minnesota Department of…
Descriptors: Incidence, Autism, Disproportionate Representation, Second Language Learning
Klingner, Janette; Soltero-Gonzalez, Lucinda – Multiple Voices for Ethnically Diverse Exceptional Learners, 2009
In this article, we present a review of research studies that address special education literacy instruction for English language learners (ELLs) with learning disabilities (LD) and ELLs with low literacy achievement in elementary and middle school grades. We describe research on the following categories: a) culturally and linguistically…
Descriptors: Learning Disabilities, Academic Achievement, Second Language Learning, Literacy Education
Hui-Michael, Ying; Garcia, Shernaz B. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2009
This qualitative study investigated five elementary classroom teachers' perceptions of, and attributions about the school performance of Asian American students. Using naturalistic inquiry, data were obtained through interviews, classroom observations, document reviews and field notes; and were analyzed using grounded theory techniques. The…
Descriptors: Qualitative Research, Elementary School Teachers, Teacher Attitudes, Stereotypes
Kushner, Millicent I. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2008
The No Child Left Behind Act's emphasis on universal standards of academic performance, defined as proficiency in grade-level core curriculum and state academic assessments, challenges general education program personnel to higher standards of professional practice. Because schools must report student achievement by subgroups, including students…
Descriptors: Federal Legislation, Academic Achievement, Second Language Learning, Achievement Gap
Markham, Paul L.; Gordon, Karen E. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2007
For English Language Learners (ELLs), the process of becoming literate in English is daunting. Not only are these students faced with the same literacy challenges faced by native English-speaking students, but they are also challenged with extensive diversity issues relating to substantial differences in linguistic, cultural, and academic…
Descriptors: Second Language Learning, Literacy, English (Second Language), English
Wu, I-Hwey; Chen, Kaili – Multiple Voices for Ethnically Diverse Exceptional Learners, 2005
The authors review 11 studies published from 1971 through the 1990s on learning and behavioral difficulties among Chinese American children. The focus of the review is on (a) quantity and quality of the studies, (b) topics examined, and (c) research findings. Results showed that limited English proficiency, delinquency and gangs, and emotional and…
Descriptors: Chinese Americans, Limited English Speaking, Behavior Problems, Learning Problems
Grupp, Laurie L. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2004
The National Research Council (NRC) report on the disproportionate representation of minority students in special and gifted education represents an opportunity to draw national attention to the challenges faced by educators as they attempt to provide high-quality educational opportunities for students from culturally and linguistically diverse…
Descriptors: Gifted, Linguistics, Academic Achievement, Disproportionate Representation
Bowman, Lisa J. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2004
Culturally and linguistically diverse students with learning disorders (LD) and emotional or behavioral disorders (E/BD) have higher school dropout rates than their peers with and without disabilities. The primary purpose of this study was to determine how early potential dropouts could be identified. Research questions included the following: (a)…
Descriptors: Group Membership, Discipline Problems, Dropout Rate, Ethnic Groups
Perceived Stress and Use of Coping Strategies as a Response to Rapidly Changing Student Demographics
Lindner, Reinhard W.; Healy, Donald E., Jr. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2004
The authors present findings from an initial information gathering and analysis of a larger Office of Special Education Programs model demonstration project, "Connections to Success." The article is based on an analysis of a teacher survey conducted at four schools in the project's partner district focused on perceived problems, sources of stress,…
Descriptors: Stress Variables, Demonstration Programs, Teacher Surveys, Coping
Langdon, Henriette W. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2002
This article focuses on factors that impact identification of and services for English-language learners (ELLs) with suspected language-learning disabilities. These factors include (a) home and school environments, (b) the school's philosophy, (c) instructional strategies, and (d) other contextual variables that affect language use. In addition,…
Descriptors: Educational Strategies, Learning Disabilities, Academic Achievement, Second Language Learning
Brice, Alejandro; Rosa-Lugo, Linda I. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2000
Communication in English can be a barrier for second language learners since English serves both as a content subject and also as the means of instruction in classrooms. The issue is compounded when speech-language pathologists (SLPs) provide services to students from culturally and linguistically diverse (CLD) homes who may be suspected of a…
Descriptors: Communication Problems, Second Languages, Disabilities, Speech Language Pathology
