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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
Maude, Susan P.; Hodges, Lisa Naig; Brotherson, Mary Jane; Hughes-Belding, Kere; Peck, Nancy; Weigel, Cindy; Sharp, Lisa – Multiple Voices for Ethnically Diverse Exceptional Learners, 2009
Professional development that focuses on supporting teachers' abilities to work with diverse families is keenly needed. This article outlines three instructional strategies and how they were used with undergraduate students in an inclusive early childhood teacher education program: (a) involving diverse family members as instructional supports;…
Descriptors: Undergraduate Study, Teacher Education Programs, Program Evaluation, Young Children
McCall, Zach; Skrtic, Thomas M. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2009
The disproportionate representation of poor, working class, and racial/ethnic minority students in special education is a wicked policy problem because its formulation involves choosing among alternative problem interpretations and associated consequences. Integrating the work of Patricia Hill Collins and Nancy Fraser, the authors propose…
Descriptors: Working Class, Civil Rights, Disproportionate Representation, Institutional Role
Artiles, Alfredo J. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2009
In this article, I propose a model to re-frame disproportionality research, which addresses key limitations in this literature. I present a brief overview of the problem and situate it in the historical context in which race and ability became intertwined. I then argue that a cultural-historical understanding of disproportionality requires…
Descriptors: Historical Interpretation, Race, Disproportionate Representation, Disabilities
Cummins, Jim – Multiple Voices for Ethnically Diverse Exceptional Learners, 2009
Despite ongoing concern about the underachievement of low-income and culturally and linguistically diverse (CLD) students, there has been little focus on the kinds of pedagogy required to reverse this underachievement. Pedagogical approaches have been increasingly transmission-oriented, focusing on preparing students for high-stakes testing. Such…
Descriptors: Classroom Techniques, Underachievement, High Stakes Tests, Teacher Student Relationship
Seidl, Barbara; Pugach, Marleen C. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2009
In this paper we argue that special educators have a critical role to play in supporting children from diverse communities at times of vulnerability, which are created by the distance between the demands of the school context and the child's cultural context, and that increase the likelihood for school failure and for referral for or placement in…
Descriptors: Disabilities, Special Education Teachers, Cultural Context, Special Education
Yates, James R. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2008
Rapid demographic changes in culture, race/ethnicity, and language in the United States have exerted a powerful influence on public schools, raising significant concerns or issues relative to the ability of the educational system to successfully educate all of its children as future citizens of a democratic society. Educational outcome data for…
Descriptors: Public Schools, Democracy, Educational Objectives, Outcomes of Education
Ortiz, Alba A.; Yates, James R. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2008
This article presents a brief overview of the No Child Left Behind Act (2001) requirement that schools use instructional strategies based on scientifically-based research (SBR) to improve the academic performance of students. Controversies resulting from the definition of SBR, complexities encountered in conducting research in schools, and the…
Descriptors: Educational Strategies, Educational Research, Federal Legislation, Academic Achievement
Garcia, Shernaz B.; Ortiz, Alba A. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2008
Response to Intervention (RTI) was encoded into the Individuals with Disabilities Education Improvement Act of 2004, and is being adopted on a wide scale as an alternative approach to identification of students with learning disabilities. For RTI to be an effective mechanism for addressing disproportionate representation of culturally and…
Descriptors: School Restructuring, Intervention, Learning Disabilities, Identification
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
Elhoweris, Hala; Whittaker, Catharine; Salend, Spencer J. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2007
It is critical for educators to understand the influence of religion or spirituality on students and their families. This article reviews the literature addressing religious, spiritual, and cultural beliefs with an emphasis on quality-of-life issues and provides suggestions educators can use to enhance the services that they provide.
Descriptors: Religious Factors, Disabilities, Student Diversity, Spiritual Development
Pitchlyn, Carol L.; Smith-Myles, Brenda; Cook, Virginia H. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2007
Parents with children with cognitive disabilities may rely on organized religion and/or spiritual beliefs as coping strategies in their lives. Fifteen parents of adolescents with cognitive disabilities were administered the Support From Religious Organizational and Personal Beliefs Scale-Revised to test this hypothesis. The results indicated that…
Descriptors: Family Life, Religion, Disabilities, Coping
Obiakor, Festus E.; Algozzine, Robert; Bakken, Jeffrey P. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2007
"Good" schools are typically defined as environments in which good students attend, good teachers teach, good parents participate, and good communities exist. This definition suggests that students maintain high test scores with the focus on going to college. In other words, good schools are typically exclusive in maintaining high…
Descriptors: Mythology, Disabilities, Special Needs Students, Cultural Differences
Ford, Donna Y.; Whiting, Gilman W. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2007
In virtually every school district nationally, Black students are underrepresented in gifted education programs, including advanced placement (AP) classes. This underrepresentation exists regardless of grade level and school type. Building on a previous publication, this article addresses a central question in gifted education: Why does…
Descriptors: African American Students, Advanced Placement, Gifted, Disproportionate Representation
Meyer, Lakeisha D.; Anderson, Jeffrey A.; Huberty, Thomas J. – Multiple Voices for Ethnically Diverse Exceptional Learners, 2007
The Dawn Project is a system of care responsible for creating and implementing an interagency collaborative approach to service provision. Systems of care are spectrums of services organized to meet the needs facing youth with serious emotional and behavioral difficulties. This study examined the relationship between school involvement in the Dawn…
Descriptors: School Involvement, Disabilities, Emotional Disturbances, Outcomes of Education