Robert Rueda

Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts:

A weakness of research on minority placement in special education is the tendency to overestimate the homogeneity of populations by failing to disaggregate factors such as language proficiency or to consider other relevant variables, for example, social class or program type. Similarly, certain groups have been understudied, such as English language learners (ELLs). We addressed these gaps by examining ELL placement patterns in California urban districts. Disproportionate representation patterns were related to grade level, language proficiency status, disability category, type of special education program, and type of language support program. Students proficient in neither their native language nor in English (particularly in secondary grades) were most affected. Implications for further research and practice are discussed.

Cultural Reciprocity in Sociocultural Perspective: Adapting the Normalization Principle for Family Collaboration

The principle of normalization/social role valorization provides a powerful framework for improving the quality of life of individuals with disabilities. However, the principle needs to be adapted to the increasing cultural heterogeneity of the United States. Decisions about the goals of service provision should be informed by two principles: (1) cultural reciprocity, whereby professionals work in a collaborative manner with families, and (2) a sociocultural view of learning and development, which targets social rather than individual processes. Findings from a collaborative action research project with culturally diverse families are used to illustrate how professionals can provide assistance in a familys zone of proximal development, rather than targeting goals that are normative for the mainstream, but not for the family.

Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education

This study investigates possible relationships among motivational and learning variables (interest, self-efficacy and self-regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the south-western USA, who completed an online survey assessing their levels of situational interest, computer self-efficacy, self-regulation and engagement in distance education. Situational interest and self-regulation were found to be significantly correlated with three types of engagement (behavioural, emotional and cognitive), while computer self-efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase emotional engagement in online learning, although they do not necessarily increase behavioural or cognitive engagement, that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement, and that it is important for educators to offer students strategies for increasing their self-regulation in distance education environments. [ABSTRACT FROM AUTHOR]

Cultural Models of Transition: Latina Mothers of Young Adults with Developmental Disabilities:

This study used several focus groups to examine culturally based variation in attitudes, beliefs, and meanings of transition. Sixteen Latina mothers of young adults with disabilities participated in the study, recruited from an agency serving low-income, predominantly Spanish-speaking communities. Data analysis identified five primary themes: (a) basic life skills and social adaptation, (b) the importance of the family and home rather than individualism and independence, (c) the importance of the mothers role and expertise in decision making, (d) access to information; and (e) dangers of the outside world. The overarching theme was a view of transition as home-centered, sheltered adaptation as opposed to a model emphasizing independent productivity. The findings and the implications for future research and practice are discussed.

Apprenticeship for Teaching: Professional Development Issues Surrounding the Collaborative Relationship between Teachers and Paraeducators.

Abstract A sociocultural approach to teacher education supports an apprenticeship model in which social relationships mediate learning through collaborative meaningful activity. This model can be found in the collaborative relationship between paraeducators and teachers. Within this model, the roles of learners and more competent others can potentially be interchangeable as paraeducators, often members of the communities, assist teachers in developing culturally responsive instruction. This paper reports on the relationship between Latino paraeducators and the teachers with whom they worked. Findings suggest that collaboration is impacted by power differences, limited opportunity for interaction, and teacher constraints.

Alienated advocacy: Perspectives of Latina mothers of young adults with developmental disabilities on service systems

Although collaborative partnership between parents and professionals is a cornerstone of the special education and service systems, this relationship exists more as an ideal, especially when low-income, culturally diverse families are involved. Through three focus groups, we examined the beliefs of 16 low-income Latina mothers of young adults with developmental disabilities about their relationships with the educational and service delivery systems. Primary concerns identified were (a) poor communication, (b) low effort in providing services, (c) negative attitudes of professionals toward the client-children, (d) negative treatment of parents by professionals, and (e) the mothers role as central to the well-being of her child. Mothers tended to adopt a posture of alienated advocacy in relation to their childs educational and service needs.

English Language Learners, LD, and Overrepresentation A Multiple-Level Analysis

Continuing unresolved problems in the field of special education include the continued use of discrepancy models; the need for better identification models; continued debate over programmatic issues, ranging from inclusion to self-contained models; and the continued overrepresentation of certain ethnic and racial groups in the learning disabilities (LD) category. This article focuses on students with mild learning disorders in general, and LD in particular, providing a perspective on how this problem has been addressed and suggesting a multilevel approach in which local context plays a central role. We suggest that overrepresentation is best conceptualized as an indicator of underlying issues rather than as the proper focal point of remediation efforts.

Appropriating the Sociocultural Resources of Latino Paraeducators for Effective Instruction with Latino Students: Promise and Problems.

This article examines the sociocultural scaffolding practices of 24 Latino paraeducators and 8 former Latino paraeducators (who had recently become teachers) as they worked with Latino students in two large urban schools. Instances were observed in which participants used important funds of knowledge in their interactions with students during instruction, in informal contexts, and in the case of the current paraeducators to inform the teachers with whom they worked in the community. Unfortunately, use of sociocultural scaffolding was scarce, nonstrategic, and not directly tied to instruction. We argue that under ideal instructional conditions, this knowledge should be fostered, used strategically, and appropriated more systematically.

The 21st Century Teacher A Cultural Perspective

In this article, the authors focus on the disciplinary divides between multicultural, bilingual, and special education. Existing issues that inhibit closer integration of these areas are highlighted, and a focus on the issue of culture is examined. Problematic ways that this key area has been treated in the past are described, and a proposal for a cultural focus on all students is described.

Defining Mild Disabilities with Language-Minority Students

This article considers the special education placement of language-minority students with mild disabilities as addressed by current eligibility criteria, as well as relevant research in special education. Problems with assessment, diagnosis, and placement of these students are a manifestation of problems related to larger issues within the special education field. The most basic of these is a continuing reliance on the psychometric paradigm. Attempts to institute reform in the education of language-minority students are categorized into one of three models, or system approaches: maintenance, improvement, and restructure.