Developing Collaboratively an International School Special Needs Plan for Multicultural, Multilingual, and Multinational Secondary Students.

Autor/in	Jonietz, Patricia L.
Titel	Developing Collaboratively an International School Special Needs Plan for Multicultural, Multilingual, and Multinational Secondary Students.
Quelle	(1990), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperative Planning; Diagnostic Teaching; English Instruction; Foreign Countries; High Risk Students; High Schools; International Schools; Language Handicaps; Learning Disabilities; Learning Problems; Multicultural Education; Multilingualism; Private Schools; Program Development; Special Needs Students; Student Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Diagnostic assessment; Diagnostisches Verfahren; English langauage lessons; Englischunterricht; Ausland; Problemschüler; High school; Oberschule; International school; Internationale Schule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Learning handicap; Lernbehinderung; Lernproblem; Multikulturelle Erziehung; Mehrsprachigkeit; Multilingualismus; Private school; Privatschule; Programmplanung; Sonderpädagogischer Förderbedarf; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The International School of Brussels (Belgium) developed a program of Curriculum-Based Assessment (CBA) to increase support for "at risk" multicultural, multilingual, and multinational students. The at-risk population included three groups: those who passed standardized English as a Foreign Language tests but were not literate enough for regular classes; those with learning problems not identified in previous language or culture; and those who experienced temporary learning disabilities because of a discrepancy between what they brought to the school program and what the school program asked of them. The CBA philosophy was chosen because it supported emphasis on local needs and a school-appropriate standard of performance for students. regardless of culture, language, or nationality. A screening test was developed to identify enabling skills, and remedial instruction was provided if necessary. At the end of the school year, participating staff and students were satisfied with the project because more students were served, instruction seemed more effective, ownership of positive behavior change increased, and the additional emphasis of skills across curriculum helped to develop a team approach to serving students. (10 references) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC