TY - ADVS
T1 - Increasing the Involvement of Culturally and Linguistically Diverse Students in Special Education Research 2015
AU - Aceves, Teresa C
AU - Banks, Tachelle I
AU - Rao, Kavita
AU - Han, Insoon
AU - Diliberto, Jennifer
AU - Shepherd, Katharine
PY - 2015
Y1 - 2015
N2 - There is greater cultural and linguistic diversity today in the United States public school system than ever before. Although diversity can be broadly defined “from multiple vantage points” as indicated in CEC’s Division for Research 2003 position statement including: (a) cultural/ethnic and/or linguistic "minority" groups, (b) diversity in perceived abilities and disabilities, and (c) diversity as a generic term to include all groups and individuals perceived as different from some defined "mainstream", we focus this white paper on those students from culturally and linguistically diverse backgrounds. DR indicated a concern in their statement regarding the omission of this population in special education research. This lack of representation has subsequently been reported in notable reviews within special education literature (Artiles, Trent, & Kuan, 1997). Without representative research, teachers and schools will continue to educate growing numbers of CLD children and youth with disabilities without rigorous research to guide their instruction.
AB - There is greater cultural and linguistic diversity today in the United States public school system than ever before. Although diversity can be broadly defined “from multiple vantage points” as indicated in CEC’s Division for Research 2003 position statement including: (a) cultural/ethnic and/or linguistic "minority" groups, (b) diversity in perceived abilities and disabilities, and (c) diversity as a generic term to include all groups and individuals perceived as different from some defined "mainstream", we focus this white paper on those students from culturally and linguistically diverse backgrounds. DR indicated a concern in their statement regarding the omission of this population in special education research. This lack of representation has subsequently been reported in notable reviews within special education literature (Artiles, Trent, & Kuan, 1997). Without representative research, teachers and schools will continue to educate growing numbers of CLD children and youth with disabilities without rigorous research to guide their instruction.
UR - http://higherlogicdownload.s3.amazonaws.com/SPED/b7acd4b4-bc4d-4c1f-a7d4-efab3d52da44/UploadedImages/Position%20Papers/White%20Paper%20-%20CLD%20in%20Research%202015.pdf
M3 - Digital or Visual Products
T2 - Council for Exceptional Children Division of Research
Y2 - 1 January 2015
ER -