ERIC Number: EJ925531
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 51
Using the Comprehensive Support Model to Work with Culturally and Linguistically Diverse Students with Learning Disabilities
Obiakor, Festus E.; McCollin, Michelle J.
Learning Disabilities: A Contemporary Journal, v9 n1 p19-32 2011
The whole village must take responsibility for the education of its children and youth. This is particularly critical for children from culturally and linguistically diverse (CLD) backgrounds with learning disabilities (LD). Since the establishment of the LD category, there have been different and conflicting rationalizations for the extremely elevated growth in the identification of these students. Despite these rationalizations, one important point of agreement seems to be very clear; that is, a comprehensive educational approach must be at work to maximize the fullest potential of these students. Put another way, to work with these students in culturally responsive ways, general and special educators must take advantage of the Comprehensive Support Model (CSM). This mutually inclusive model collaboratively involves the student, family, school, community, and government in working with CLD students with LD. This whole village concept is the focus of this article.
Descriptors: Learning Disabilities, Special Education Teachers, Intervention, Educational Strategies, Regular and Special Education Relationship, Intelligence Quotient, Cultural Differences, Cultural Pluralism
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldam.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A