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| Main Authors: | , , , , , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2002
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| Online Access: | https://eric.ed.gov/?id=ED458778 |
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| _version_ | 1867181856697352192 |
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| author | Cartledge, Gwendolyn Tam, Kai Yung Loe, Scott A. Miranda, Antoinette H. Lambert, Michael Charles Kea, Cathy D. Simmons-Reed, Evette |
| author_facet | Cartledge, Gwendolyn Tam, Kai Yung Loe, Scott A. Miranda, Antoinette H. Lambert, Michael Charles Kea, Cathy D. Simmons-Reed, Evette Cartledge, Gwendolyn Tam, Kai Yung Loe, Scott A. Miranda, Antoinette H. Lambert, Michael Charles Kea, Cathy D. Simmons-Reed, Evette |
| collection | Education Resources Information Center |
| contents | Culturally and Linguistically Diverse Students with Behavioral Disorders. Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders--Programs That Work. Cartledge, Gwendolyn Tam, Kai Yung Loe, Scott A. Miranda, Antoinette H. Lambert, Michael Charles Kea, Cathy D. Simmons-Reed, Evette Asian Americans Behavior Disorders Behavior Patterns Black Students Cultural Differences Economically Disadvantaged Elementary Secondary Education Evaluation Methods Limited English Speaking Student Evaluation Teaching Methods Urban Education This monograph examines the special educational needs of culturally and linguistically diverse (CLD) children and youth who are also diagnosed as having behavior disorders (BD). Following an introductory chapter, chapters 2 and 3 address the specific populations of Asian Americans (usually underrepresented in the BD population) and African Americans (usually overrepresented). Discussion centers on internalizing behaviors typical of Asian Americans and the externalizing behaviors of African Americans. Chapter 4 provides information on theoretical models for becoming culturally competent in the assessment process. It argues that there are biases inherent in assessment instruments and practices and these biases need to be accounted for accordingly by culturally competent evaluators. Chapter 5 looks at effective instruction for urban, impoverished CLD students with behavioral disorders. A case is made for direct instructional approaches for improvements in both academic and social behaviors. In the sixth chapter, an argument is made for a collaborative home-school relationship predicated on cultural sensitivity, communication, and mutual respect. In the final chapter, the perspective of a parent of a CLD student is offered. (Contains 125 references.) (DB) |
| format | Recurso educativo Open Access |
| id | eric_ED458778 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2002 |
| record_format | eric |
| spellingShingle | Culturally and Linguistically Diverse Students with Behavioral Disorders. Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders--Programs That Work. Cartledge, Gwendolyn Tam, Kai Yung Loe, Scott A. Miranda, Antoinette H. Lambert, Michael Charles Kea, Cathy D. Simmons-Reed, Evette Asian Americans Behavior Disorders Behavior Patterns Black Students Cultural Differences Economically Disadvantaged Elementary Secondary Education Evaluation Methods Limited English Speaking Student Evaluation Teaching Methods Urban Education Culturally and Linguistically Diverse Students with Behavioral Disorders. Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders--Programs That Work. Cartledge, Gwendolyn Tam, Kai Yung Loe, Scott A. Miranda, Antoinette H. Lambert, Michael Charles Kea, Cathy D. Simmons-Reed, Evette Asian Americans Behavior Disorders Behavior Patterns Black Students Cultural Differences Economically Disadvantaged Elementary Secondary Education Evaluation Methods Limited English Speaking Student Evaluation Teaching Methods Urban Education This monograph examines the special educational needs of culturally and linguistically diverse (CLD) children and youth who are also diagnosed as having behavior disorders (BD). Following an introductory chapter, chapters 2 and 3 address the specific populations of Asian Americans (usually underrepresented in the BD population) and African Americans (usually overrepresented). Discussion centers on internalizing behaviors typical of Asian Americans and the externalizing behaviors of African Americans. Chapter 4 provides information on theoretical models for becoming culturally competent in the assessment process. It argues that there are biases inherent in assessment instruments and practices and these biases need to be accounted for accordingly by culturally competent evaluators. Chapter 5 looks at effective instruction for urban, impoverished CLD students with behavioral disorders. A case is made for direct instructional approaches for improvements in both academic and social behaviors. In the sixth chapter, an argument is made for a collaborative home-school relationship predicated on cultural sensitivity, communication, and mutual respect. In the final chapter, the perspective of a parent of a CLD student is offered. (Contains 125 references.) (DB) |
| title | Culturally and Linguistically Diverse Students with Behavioral Disorders. Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders--Programs That Work. |
| topic | Asian Americans Behavior Disorders Behavior Patterns Black Students Cultural Differences Economically Disadvantaged Elementary Secondary Education Evaluation Methods Limited English Speaking Student Evaluation Teaching Methods Urban Education |
| url | https://eric.ed.gov/?id=ED458778 |