A Policy Forum on Inclusion and the Role of Special Education in Restructuring: Focus on Language Minority Students (Alexandria, Virginia, September 18-19, 1994). Final Report.

Institution	National Association of State Directors of Special Education, Alexandria, VA.
Titel	A Policy Forum on Inclusion and the Role of Special Education in Restructuring: Focus on Language Minority Students (Alexandria, Virginia, September 18-19, 1994). Final Report.
Quelle	(1994), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Disabilities; Educational Change; Educational Methods; Educational Policy; Elementary Secondary Education; Inclusive Schools; Instructional Design; Instructional Effectiveness; Limited English Speaking; Regular and Special Education Relationship; Special Needs Students; Teaching Methods + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Bildungsreform; Educational method; Erziehungsmethode; Politics of education; Bildungspolitik; Inclusive school; Integrative Schule; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Sonderpädagogischer Förderbedarf; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This document reports on the design, purpose, implementation, and outcomes of a policy forum entitled "Inclusion and the Role of Special Education in Restructuring: Focus on Language Minority Students" held in September 1994. Participants included representatives from the research and public school communities as well as from relevant offices of the U.S. Department of Education. The first section presents information on the purpose and organization of the policy forum, noting the critical need for more research and teacher training for effective inclusion of language minority students with disabilities and the forum's major thrust on instructional issues. The second section summarizes outcomes of the forum. These include a listing of key issues and effective practices identified by participants. General practices are listed as well as practices specific to primary, intermediate, and secondary levels. Extensive appendices include a list of participants, sample communications with participants, the agenda, and materials shared by participants. These materials include the following two articles: (1) "Literacy Support across Multiple Sites: Experiences of Chinese American LEP Children in Inner Cities" (Ji-Mei Chang and Grace Fung); and (2) "Modulating Instruction for Language Minority Students: Implications of Contemporary Research" (Russell Gersten and Robert Jimenez). (Both appended papers contain extensive references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01