Diversity & Special Education

March 2011
Multicultural Education;Spring2011, Vol. 18 Issue 3, p20
Academic Journal
An introduction is presented in which the author discusses the journal's emphasis on diversity and special education, the teaching of English language learners with special needs, and the over-representation of language minority students in special education.


Related Articles

  • Idaho Says District Incorrectly Labeled ELL Students for Spec. Ed.  // Education Week;2/24/2010, Vol. 29 Issue 22, p4 

    The article reports that the Idaho Department of Education found that the Nampa school district incorrectly labeled English language learners as language impaired, which would make them eligible for special education services.

  • The Case for Collaboration Integrating Information on English Learners and Special Education in Teacher Preparation Programs. Stein, Jennifer Canillas // Multicultural Education;Spring2011, Vol. 18 Issue 3, p35 

    The article discusses the increase in the California school districts of English language learners (ELs or ELLs), and suggests the study of a teacher's role in relation to ELs should be included in teacher preparation programs in collaboration with special education professionals. The article...

  • Evaluating ELLs for Special Needs a Challenge. Maxwell, Lesli A.; Shah, Nirvi // Education Week;8/29/2012, Vol. 32 Issue 2, p1 

    The article discusses challenges faced by U.S. school districts and teachers in properly assessing the special education needs of English-language learners (ELLs). The article notes statistics related to special education referrals for ELLs, comments on a Department of Education research project...

  • Impact Of School Reform On Dropout Rates And Test Scores In An Urban High School. Bartlett, Lydia; Kupczynski, Lori; Holland, Glenda // Contemporary Issues in Education Research;Nov2011, Vol. 4 Issue 11, p1 

    The primary focus of the study was to explore the effect of School Within a School reform on two components in the Adequate Yearly Progress Report by which Texas schools are measured - dropout rates and scores on the Texas Assessment of Knowledge and Skills test. The demographics of the...

  • Agency Documents Clarify Spec. Ed. Assessment Leeway. Olson, Lynn // Education Week;3/26/2003, Vol. 22 Issue 28, p20 

    Reports that the U.S. Department of Education has released regulations under the No Child Left Behind Act of 2001 for special education assessment of disabled and limited English proficient students in Washington. Proposal of the department to impose limitations on percentage of disabled...

  • General Education and Special Education Teachers Collaborate to Support English Language Learners with Learning Disabilities. Nguyen, Huong Tran // Issues in Teacher Education;Spring2012, Vol. 21 Issue 1, p127 

    The article presents a study on the partnership between general and special education instructors to design appropriate learning materials for English language learners with learning disability. The concepts of zone of proximal development, culturally responsive teaching, and specially designed...

  • GRADING Exceptional Learners. Jung, Lee Ann; Guskey, Thomas R. // Educational Leadership;Feb2010, Vol. 67 Issue 5, p31 

    The article offers a five-step model for grading students with disabilities and English language learners fairly and accurately. The product, process, and progress learning criteria related to standards are explored. According to the article, after a high-quality grading system is established,...

  • The Educational Experience for Student With Gifts and Talents. Jolly, Jennifer L.; Hughes, Claire E. // Teaching Exceptional Children;Mar2015, Vol. 47 Issue 4, p187 

    An introduction is presented in which author discusses several reports within the issue on topics including lack of funding for gifted education, the concept of twice exceptionality related to gifted children, and identification of English language learners for gifted education programs.

  • Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners. Piazza, Susan V.; Rao, Shaila; Protacio, Maria Selena // International Journal of Multicultural Education;2015, Vol. 17 Issue 3, p1 

    This study examines culturally responsive pedagogy across the fields of special education, multicultural literacy education, and teaching English language learners. A systematic review of recommendations identified culturally responsive practices in five key areas: dialogue, collaboration,...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics