Laurel M. Garrick Duhaney

Parental Perceptions of Inclusive Educational Placements

This article reviews the literature with respect to the perceptions and experiences of parents of children with and without disabilities concerning inclusive educational programs. The findings of the studies cited indicate that the attitudes and reactions of parents of children with and without disabilities toward inclusive educational programs appear to be varied, complex, and multidimensional, and affected by a variety of interacting variables. The implications of the findings for the development and implementation of inclusive educational programs as well as the limitations of the studies cited are discussed.

A Comprehensive Approach to Identifying and Addressing Issues of Disproportionate Representation

Reasons for the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education are multifaceted and shaped by the cultural experiences of students and professionals. With this perspective in mind, this article presents a comprehensive approach to identifying and addressing issues of disproportionate representation. Specifically, a list of questions that can be used to examine the extent to which issues and factors of disproportionality exist in schools is presented as well as strategies to address the needs of students from culturally and linguistically diverse backgrounds.

Understanding and Addressing the Disproportionate Representation of Students of Color in Special Education

The disproportionate representation of students of color in special education is a critical challenge facing educators and school districts. This article helps educators understand and address this challenge by providing information on disproportionate representation and guidelines for delivering a wide range of effective culturally responsive services within the general education program. It also offers strategies that educators can use to continually assess their success at addressing disproportionate representation.

Grading Students in Inclusive Settings

✔ Based on his success in being mainstreamed for mathematics, Victor was placed in a general education classroom on a full-time basis. Victor was excited about his new placement and looked forward to being in class with his friends. His parents and his teacher were impressed by Victor’s effort as he put in extra hours working on his assignments and studying for tests. Unfortunately, his grades on assignments and tests were not commensurate with his effort, and Victor was disappointed when he received Cs and Ds on his report card. His parents and teacher were heartbroken when they heard him say, “I worked so hard and this is what happens. Why bother?” ✔ The Smiths were pleased that their daughter Mary was being educated with her peers in the general education classroom. Although they wanted Mary to develop her academic skills, they viewed this placement as an opportunity for Mary to make friends, have the same experiences as other children, and learn to be independent, goals which were listed in Mary’s individualized education program (IEP). They were pleased that Mary was happier, more confident, and making new friends, but they were disappointed when her report card focused only on letter grades for academic subjects and did not reflect Mary’s development in other areas. ✔ Before recently moving to the United States, Rafael had been an A student in his native country and was on his way to fulfilling his family’s dream that he attend college. On arrival in the United States, Rafael was placed in a 10th-grade general education class and received the services of an English-as-a-Second-Language (ESL) teacher. Although he had learned many of the concepts in his native language, Rafael began to struggle in school and failed several classes because of his limited knowledge of English. Embarrassed by his poor grades, Rafael considered leaving school. ✔ Mr. Jones, a high school science teacher, and Ms. Washington, a special education teacher, recently began to work together as a cooperative teaching team. They were beginning to adjust to each other when it was time to grade students for the first marking period. Mr. Jones felt that it was his responsibility to grade all the students. He also felt that it was only fair to grade all students in the same way, because their averages and class ranking would determine their eligibility for honors and awards and their admission to college. Though he recognized the importance of classroom-based assignments, he felt that students’ grades should be based on tests because all students would ultimately have to pass the statewide assessments; and he felt that some of the students had received special help from Ms. Washington to complete their assignments. Ms. Washington believed that she should collaborate with Mr. Jones in grading students, and that grades should be based on multiple assessment measures and not just tests. She felt that students with special needs should not be penalized for receiving her services, because these services allowed them to learn and demonstrate their mastery of the class content, based on their unique learning needs and styles, and did not violate the integrity of the curriculum and standards.

Diversifying Teacher Education Programs to Recruit and Graduate Culturally and Linguistically Diverse Teachers.

The participation in and completion of teacher education programs by students from culturally and linguistically diverse backgrounds is one of the biggest challenges facing higher education institutions today. The success of teacher education programs in responding to this challenge is related to their ability to incorporate diversity into all aspects of their programs. Using the MSETP as an example, this article presents a framework for diversifying teacher education programs to successfully recruit and support culturally and linguistically diverse students into the field of special education.

A Practical Approach To Managing the Behaviors of Students with ADD.

Behavior management is an important intervention with students who have ADD. This article provides a repertoire of behavior management strategies that educators can use to assist students with ADD in succeeding in school, ranging from conducting a functional behavioral assessment to antecedents-and consequences-based strategies. The article also discusses factors that educators may consider in meeting the behavioral needs of students from culturally and linguistically diverse backgrounds. Finally, Web-based resources for behavior management and social skills development are addressed.Behavior management is an important intervention with students who have ADD. This article provides a repertoire of behavior management strategies that educators can use to assist students with ADD in succeeding in school, ranging from conducting a functional behavioral assessment to antecedents-and consequences-based strategies. The article also discusses factors that educators may consider in meeting the behavioral needs of students from culturally and linguistically diverse backgrounds. Finally, Web-based resources for behavior management and social skills development are addressed.