Cultural and Linguistic Diversity in Special Education in the United States and South Korea: Exploring Current Practices and Recommendations

Autor/inn/en	Ostendorf, Raymond J.; Choi, Nari
Titel	Cultural and Linguistic Diversity in Special Education in the United States and South Korea: Exploring Current Practices and Recommendations
Quelle	In: International Journal of Special Education, 32 (2017) 4, S.793-808 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Foreign Countries; Cultural Differences; Language Usage; Student Diversity; Special Education; Cross Cultural Studies; Literature Reviews; Educational Policy; Trend Analysis; Student Characteristics; Culturally Relevant Education; Preservice Teacher Education; Disabilities; Educational Legislation; Equal Education; Federal Legislation; United States; South Korea + Suchen Sie Ihr Suchwort? Ausland; Kultureller Unterschied; Sprachgebrauch; Special needs education; Sonderpädagogik; Sonderschulwesen; Cultural comparison; Kulturvergleich; Politics of education; Bildungspolitik; Trendanalyse; Lehramtsstudiengang; Lehrerausbildung; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; USA; Korea; Republik
Abstract	In the spirit of moving toward a more "global community", multicultural special education practices designed to reach culturally and linguistically diverse (CLD) students represent an imperative in countries world-wide where education is a core value, including the United States (U.S.) and South Korea. As CLD students in the U.S. and South Korea attend public schools at increasing rates, exploring current education practice and policies is warranted. The authors conducted a comprehensive review of the literature as well as an exploration of educational policies and laws across both countries. As a result, the authors identified: the latest student demographic trends and issues, and current policies and practices addressing the education of CLD students with and without disabilities in both countries. Implications and recommendations for special education teacher educators will be provided. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01