Reducing Unnecessary Referrals: Guidelines for Teachers of Diverse Learners

Autor/in	Hoover, John J.
Titel	Reducing Unnecessary Referrals: Guidelines for Teachers of Diverse Learners
Quelle	In: TEACHING Exceptional Children, 44 (2012) 4, S.38-47 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Student Diversity; Guidelines; Referral; Cultural Differences; Disability Identification; Culturally Relevant Education; Instructional Effectiveness; Instructional Improvement; Instructional Innovation; Change Strategies; Educational Change; Influences; Performance Factors; Accessibility (for Disabled); Classroom Techniques; Educational Practices; Teaching Methods + Suchen Sie Ihr Suchwort? Richtlinien; Kultureller Unterschied; Unterrichtserfolg; Unterrichtsqualität; Educational Innovation; Bildungsinnovation; Lösungsstrategie; Bildungsreform; Influence; Einfluss; Einflussfaktor; Leistungsindikator; Accessibility; Zugänglichkeit; Klassenführung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The need to reduce unnecessary referrals of culturally and linguistically diverse learners continues to challenge practitioners in today's schools and classrooms. Discerning learning difference from disability is fundamental to reversing the trend of misidentification and misplacement of diverse students in special education. One effective way for practitioners to reduce unnecessary referrals is to deliver culturally-responsive instruction that incorporates standards to address diversity in the classroom. The basis for reduction in referrals occurs as practitioners consider instructional influences associated with cultural and linguistic diversity. (Contains 3 figures and 1 table.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10