Literaturnachweis - Detailanzeige
| Autor/inn/en | Obiakor, Festus E.; Algozzine, Robert; Bakken, Jeffrey P. |
|---|---|
| Titel | Challenging the "Good" School Myth to Work with Multicultural Exceptional Learners |
| Quelle | In: Multiple Voices for Ethnically Diverse Exceptional Learners, 10 (2007) 1-2, S.17-27 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1547-1888 |
| Schlagwörter | Mythology; Disabilities; Special Needs Students; Cultural Differences; Learning Strategies; Academic Achievement; Educational Change; Accountability; School Effectiveness; Academic Standards; Elementary Secondary Education; Legislation; United States |
| Abstract | "Good" schools are typically defined as environments in which good students attend, good teachers teach, good parents participate, and good communities exist. This definition suggests that students maintain high test scores with the focus on going to college. In other words, good schools are typically exclusive in maintaining high standards for students, teachers, and service providers. The problem, however, is that such good schools pride themselves on maintaining and pushing homogeneous standards at all educational levels. Ironically, such actions, by standardizing the educational process, preclude responding to students with special needs and those who are culturally, linguistically, behaviorally, academically, and socioeconomically different. This article challenges the good school myth and presents equitable ways to work with multicultural exceptional learners. (As Provided). |
| Anmerkungen | Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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