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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2002
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED458777 |
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| _version_ | 1867181805481754625 |
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| author | Campbell-Whatley, Gloria D. Gardner, Ralph, III |
| author_facet | Campbell-Whatley, Gloria D. Gardner, Ralph, III Campbell-Whatley, Gloria D. Gardner, Ralph, III |
| collection | Education Resources Information Center |
| contents | Strategies and Procedures for Designing Proactive Interventions with a Culturally Diverse Population of Students with Emotional or Behavioral Disorders and Their Families/Caregivers. Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders--Programs That Work. Campbell-Whatley, Gloria D. Gardner, Ralph, III Behavior Disorders Cultural Differences Diversity (Student) Elementary Secondary Education Emotional Disturbances Intervention Limited English Speaking Parent Participation Parent School Relationship Special Education Urban Education Validated Programs This monograph examines the special problems of students with emotional/behavioral disorders (E/BD) who are from culturally diverse backgrounds and offers strategies for designing appropriate interventions. In the introductory chapter, the student demographics in the E/BD category of special education are reviewed and efforts of one state, Alabama, to correct the problem of disproportionate representation, is discussed. The next chapter identifies the three essential components of school success related to students with E/BD and their families: appropriate student behavior, effective academic instruction, and a responsive school environment. Academic and behavioral classroom strategies that exemplify best practices for culturally and linguistically diverse children with E/BD are then considered. The last chapter explores tactics to increase the participation of families in the education of their children. It stresses understanding parental involvement and the barriers affecting urban parental involvement and offers recommendations for increasing the involvement of urban parents. (Contains 33 references.) (DB) |
| format | Recurso educativo Open Access |
| id | eric_ED458777 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2002 |
| record_format | eric |
| spellingShingle | Strategies and Procedures for Designing Proactive Interventions with a Culturally Diverse Population of Students with Emotional or Behavioral Disorders and Their Families/Caregivers. Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders--Programs That Work. Campbell-Whatley, Gloria D. Gardner, Ralph, III Behavior Disorders Cultural Differences Diversity (Student) Elementary Secondary Education Emotional Disturbances Intervention Limited English Speaking Parent Participation Parent School Relationship Special Education Urban Education Validated Programs Strategies and Procedures for Designing Proactive Interventions with a Culturally Diverse Population of Students with Emotional or Behavioral Disorders and Their Families/Caregivers. Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders--Programs That Work. Campbell-Whatley, Gloria D. Gardner, Ralph, III Behavior Disorders Cultural Differences Diversity (Student) Elementary Secondary Education Emotional Disturbances Intervention Limited English Speaking Parent Participation Parent School Relationship Special Education Urban Education Validated Programs This monograph examines the special problems of students with emotional/behavioral disorders (E/BD) who are from culturally diverse backgrounds and offers strategies for designing appropriate interventions. In the introductory chapter, the student demographics in the E/BD category of special education are reviewed and efforts of one state, Alabama, to correct the problem of disproportionate representation, is discussed. The next chapter identifies the three essential components of school success related to students with E/BD and their families: appropriate student behavior, effective academic instruction, and a responsive school environment. Academic and behavioral classroom strategies that exemplify best practices for culturally and linguistically diverse children with E/BD are then considered. The last chapter explores tactics to increase the participation of families in the education of their children. It stresses understanding parental involvement and the barriers affecting urban parental involvement and offers recommendations for increasing the involvement of urban parents. (Contains 33 references.) (DB) |
| title | Strategies and Procedures for Designing Proactive Interventions with a Culturally Diverse Population of Students with Emotional or Behavioral Disorders and Their Families/Caregivers. Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders--Programs That Work. |
| topic | Behavior Disorders Cultural Differences Diversity (Student) Elementary Secondary Education Emotional Disturbances Intervention Limited English Speaking Parent Participation Parent School Relationship Special Education Urban Education Validated Programs |
| url | https://eric.ed.gov/?id=ED458777 |