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A guide to working with minority language students in special education

Author: Steven Gelb; Educational Resources Information Center (U.S.)
Publisher: [Olympia, Wash.] : [Washington Office of the State Superintendent of Public Instruction, Div. of Instructional and Professional Services] ; [Washington, D.C.] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1982]
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Summary:
This monograph provides special educators with guidelines to help them succeed in their work with minority language students. It emphasizes the necessity for bringing the social context into educational planning, in its discussion of such topics as the history of limited English proficient (lep) children in special education, classroom needs of lep handicapped children, methods of working with minority language  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Steven Gelb; Educational Resources Information Center (U.S.)
OCLC Number: 25124097
Notes: Distributed to depository libraries in microfiche.
Reproduction Notes: Microfiche. [Washington, D.C.?] : Supt. of Docs., U.S. G.P.O., [1990]. 1 microfiche.
Description: 1 volume
Responsibility: prepared for the Superintendent of Public Instruction by Steven Gelb.

Abstract:

This monograph provides special educators with guidelines to help them succeed in their work with minority language students. It emphasizes the necessity for bringing the social context into educational planning, in its discussion of such topics as the history of limited English proficient (lep) children in special education, classroom needs of lep handicapped children, methods of working with minority language parents, and issues in the assessment of lep children. An introductory chapter discusses the diversity among lep children and the achievement of lep children in schools. An historical perspective on minority language students and special education focuses on the growth of ungraded classes for "backward" children between 1900 and 1920, the rise of intelligence tests and their use on lep children, overrepresentation of minority children in special education, and current efforts toward change. Classroom needs call for consideration of assimilationism versus pluralism, teacher attitudes, cross-cultural communication, motivation, multicultural curriculum, and teaching English as a second language. Assessment of minority language students requires standardized testing as well as nonstandardized measures of language proficiency in both the child's first and second languages, measures of adaptive behavior, and naturalistic observations of the child in various settings. (Jdd).

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