The Development of the Bilingual Special Education Field: Major Issues, Accomplishments, Future Directions, and Recommendations

Autor/inn/en	Zhang, Chun; Choh, Su-Je
Titel	The Development of the Bilingual Special Education Field: Major Issues, Accomplishments, Future Directions, and Recommendations
Quelle	In: Journal of Multilingual Education Research, 1 (2010) 1, S.45-62, Artikel 7 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-4799
Schlagwörter	Bilingual Education; Special Education; Referral; Disabilities; Outcomes of Education; English (Second Language); Second Language Learning; Cultural Differences; Disproportionate Representation; Sociocultural Patterns; Special Education Teachers; Teacher Effectiveness; Knowledge Base for Teaching; Response to Intervention; Delivery Systems; Cooperation; Cultural Awareness; Teacher Education; Educational History; Futures (of Society); Prevention; Elementary Secondary Education; Identification + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Lernleistung; Schulerfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kultureller Unterschied; Soziokulturelle Theorie; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching theory; Theory of teaching; Unterrichtstheorie; Auslieferung; Co-operation; Kooperation; Cultural identity; Kulturelle Identität; Lehrerausbildung; Lehrerbildung; History of education; Bildungsgeschichte; Future; Society; Zukunft; Prävention; Vorbeugung; Identifikation; Identifizierung
Abstract	In this paper, we review various challenges in regard to educating children with and without disabilities from culturally and linguistically diverse (CLD) backgrounds. The challenges discussed include (1) biased assessment that results in mis- or overrepresenting CLD students in special education, (2) difficulty distinguishing between disability and differences, and (3) lack of competent bilingual special educators. As recommended practices, we propose to use the response to intervention model in identifying and instructing CLD children with and without disabilities. We point out that future research should examine how collaborative service delivery models contribute to referrals of CLD children into special education and the instruction of these children. Future research should also focus on how to expand teachers' knowledge about both the sociocultural and learning contexts to aid in producing positive outcomes for CLD children both with and without disabilities. (As Provided).
Anmerkungen	New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01