Serving Culturally and Linguistically Diverse Students with Emotional and Behavioral Disorders. Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD--Evidence-Based Programs and Practices.

Autor/inn/en	Obiakor, Festus E.; Enwefa, Stephen; Utley, Cheryl; Obi, Sunday O.; Gwalla-Ogisi, Nomsa; Enwefa, Regina
Institution	Council for Children with Behavioral Disorders.
Titel	Serving Culturally and Linguistically Diverse Students with Emotional and Behavioral Disorders. Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD--Evidence-Based Programs and Practices.
Quelle	(2004), (65 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8658984-7
Schlagwörter	Leitfaden; Accountability; Behavior Disorders; Cultural Differences; Disability Identification; Diversity (Student); Educational Legislation; Educational Practices; Elementary Secondary Education; Emotional Disturbances; Instructional Effectiveness; Intervention; Limited English Speaking; Student Evaluation; Student Placement; Teaching Methods; Teaching Models; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Verantwortung; Kultureller Unterschied; Bildungsrecht; Schulgesetz; Bildungspraxis; Gefühlsstörung; Unterrichtserfolg; Schulnote; Studentische Bewertung; Schülerpraktikum; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Theorie-Praxis-Beziehung
Abstract	This publication presents a range of evidence-based strategies, procedures, and models for use with culturally and linguistically diverse students with emotional and/or behavior disorders. Chapter 1 provides an overview of issues in providing services for this population in the context of the high-stakes accountability required by the 2001 No Child Left Behind Act. Chapter 2 considers ways to reduce bias in the identification process, including factors influencing bias and a proposed nondiscriminatory identification process. Chapter 3 gives guidance on avoiding the pitfalls of categorization and labeling, noting the need to consider the whole child and responsibilities of educators. The next chapter examines use of nontraditional, functional, and authentic assessments and urges use of a combination of formal and informal measures. The fifth chapter addresses issues of placement, including the relationship between nonrestrictive placements and effective instruction. Multidimensional intervention and instructional techniques for this population are explained in the following chapter. The final chapter offers a comprehensive support model with components of self, families, schools, communities, and governments, all incorporated into behavior management and intervention programs. (Contains approximately 100 references.) (DB)
Anmerkungen	Council for Exceptional Children, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201 (Stock No. D5514). Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01