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Thorus, Kathleen A. King; Waitoller, Federico R.; Cannon, Mercedes A.; Moore, Tammera S. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2018
We reviewed the literature on culturally responsive instruction published in "Multiple Voices for Ethnically Diverse Learners" over 10 years to examine how "culture" and "culturally responsive" were defined and for what purpose. Generally, we found that culturally responsive pedagogy was constructed in alignment with…
Descriptors: Culturally Relevant Education, Special Education, Student Diversity, Students with Disabilities
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Torres, Caroline; Black, Rhonda S. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2018
Students with disabilities and culturally and linguistically diverse (CLD) students typically struggle more with writing than their nondisabled and English-proficient peers. Although the reasons are different, these students often face similar difficulties in writing. Self-regulated strategy development (SRSD) is an evidence-based practice for…
Descriptors: Culturally Relevant Education, Writing Instruction, Writing Strategies, Writing (Composition)
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Martinez-Alvarez, Patricia; Pantin, Laura; Kajamaa, Anu – Multiple Voices for Ethnically Diverse Exceptional Learners, 2018
We explore whether the use of assistive technology allows teachers and children to negotiate shared understandings for learning science and language. We understand our afterschool sessions as critical encounters. Artifacts used in the encounters enabled transcending of the tensions and became drivers for learning. In the studied 13 encounters,…
Descriptors: Bilingual Teachers, Assistive Technology, After School Programs, Learning Processes
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Sheppard, Mary Erin – Multiple Voices for Ethnically Diverse Exceptional Learners, 2017
Effective communication between parents of children with disabilities and other team members positively impacts family-school collaboration. Parents of children with special needs were asked how and how often they communicated with their children's preschool teams. The frequency of both formal and informal meetings varied tremendously. Parents…
Descriptors: Parent Attitudes, Preschool Children, Disabilities, Special Needs Students
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Baker, Diana – Multiple Voices for Ethnically Diverse Exceptional Learners, 2017
Little research addresses the experiences of students with autism living in multilingual families. This multiple case study project examines the language-development-related knowledge and beliefs of paired mothers and educators of three Somali American boys with autism. Data include serial interviews, observations, and analysis of educational…
Descriptors: Autism, Individualized Education Programs, Meetings, Second Language Learning
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Cooc, North; Yang, Man – Multiple Voices for Ethnically Diverse Exceptional Learners, 2017
Thirty years after the Council for Exceptional Children's first symposium on Asian American youth with disabilities, this study synthesizes research on the key experiences of this population and their families. Results show that most studies focused on the views of Asian American parents, especially their perceptions of and attitudes toward…
Descriptors: Disproportionate Representation, Asian American Students, Children, Disabilities
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Kulkarni, Saili S. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2017
The disproportionate representation of students of color in special education is a critical issue within the field. To date, however, this issue has been positioned primarily through a Black-White binary. This review contended that Asian American students in the school system have been relatively ignored in terms of representation within special…
Descriptors: Asian American Students, Disproportionate Representation, Special Education, Incidence
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Hurley, Jennifer J.; Clark, David W.; Fonseca-Foster, Katherine A.; Pyne, Sabina K.; Warren, Rachel A. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2017
Teachers working with refugee families who are culturally and linguistically diverse (CLD) and receiving special education services often rely on cultural liaisons to provide interpreter and translator services during Individualized Educational Program (IEP) and Individualized Family Service Plan (IFSP) meetings. The purpose of this qualitative…
Descriptors: Cooperation, Individualized Education Programs, Refugees, Teacher Education
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Huddle, Sally; Hosp, John; Watt, Sarah – Multiple Voices for Ethnically Diverse Exceptional Learners, 2017
In this systematic review of the literature, reading interventions for adolescent English language learners (ELLs) were evaluated to determine the state of the existing research, identify promising practices, and to guide future research. Eight studies met the inclusion criteria and were assessed to determine if they met What Works Clearinghouse…
Descriptors: Reading Instruction, Intervention, English Language Learners, Reading Difficulties
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Collins, Kathleen M.; Connor, David; Ferri, Beth; Gallagher, Deborah; Samson, Jennifer F. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2016
In this article, we critically review the work of Morgan et al. (2015) and offer Disability Studies in Education (DSE) as an alternative conceptualization to traditional research within special education. We first unpack many of Morgan et al.'s (2015) assumptions, which are grounded in deficit discourses about children, family structures, economic…
Descriptors: Disabilities, Special Education, Educational Research, Misconceptions
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Harry, Beth; Fenton, Patrice – Multiple Voices for Ethnically Diverse Exceptional Learners, 2016
This article reviews 15 qualitative studies examining factors contributing to the overrepresentation of minorities in special education. Eleven studies constituted numerical surveys of practitioner perspectives, with additional questions that were analyzed qualitatively. Four studies relied on face-to-face interviews or qualitative surveys,…
Descriptors: Qualitative Research, Disproportionate Representation, Minority Group Students, Interviews
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Robertson, Phyllis M.; García, Shernaz B.; Rodríguez, Haydeé M. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2016
This article describes a Collaborative Intervention Project designed to prepare preservice teachers to develop, implement, monitor, and evaluate interventions for English learners (ELs) in need of academic and/or behavioral supports. Faculty from two departments, one preparing bilingual education (BE) elementary school teachers and the other…
Descriptors: Bilingual Teachers, Special Education Teachers, English Language Learners, Student Needs
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Robinson, Gretchen G. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2016
The purpose of this study was to examine the extent to which diverse schools engage in culturally responsive beliefs and practices within response to intervention (RTI). Eight diverse elementary schools participated, and 200 general and special education teachers in grades K-5 completed surveys. Areas surveyed included culturally responsive…
Descriptors: Culturally Relevant Education, Response to Intervention, Elementary School Teachers, Special Education Teachers
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Jozwik, Sara L.; Douglas, Karen H. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2016
This study examined how explicit instruction in semantic ambiguity detection affected the reading comprehension and metalinguistic awareness of five English learners (ELs) with learning difficulties (e.g., attention deficit/hyperactivity disorder, specific learning disability). A multiple probe across participants design (Gast & Ledford, 2010)…
Descriptors: Semantics, Ambiguity (Semantics), Identification, Training
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Cartledge, Gwendolyn; Kea, Cathy D.; Watson, Martreece; Oif, Alana – Multiple Voices for Ethnically Diverse Exceptional Learners, 2016
Special education disproportionality for culturally and linguistically diverse (CLD) students persists as a controversial and intractable problem in our educational systems. Response to intervention (RtI) and culturally relevant pedagogy (CRP), both independently and collectively are considered to offer promise for mitigating conditions of…
Descriptors: Special Education, Disproportionate Representation, Response to Intervention, Culturally Relevant Education
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