In January 1997, CEC held its multicultural symposium, "Enriching the Tapestry of Cultural and Linguistic Diversity," in New Orleans. As part of the symposium, the ERIC Clearinghouse on Disabilities and Gifted Education developed a series of four minibibliographies on multicultural education for students who are gifted. The full minibibliograohies are available from the ERIC Clearinghouse at 800--328-0272. Selected entries from the minibibographies are presented here.
Minibibliography EB 1. Culturally Affirming Services and Strategies
Robinson-Zanartu, C. (1996). Serving Native American Children and Families: Considering Cultural Variables. Language, Speech, and Hearing Services in Schools, 27(4), 373-384.
This article examines the different world views and belief systems, acculturation stress, school-home discontinuity, learning styles, communication patterns, and parent participation of Native American students. The assessment and evaluation of Native American students and culturally compatible service delivery models are also discussed.
Scott, P. B., & Raborn, D. T. (1996). Realizing the Gifts of Diversity among Students with Learning Disabilities. LD Forum, 21(2), 10-18.
This article considers mathematics instruction for children from culturally and linguistically diverse backgrounds who have learning disabilities. Linguistic, cultural, and cognitive influences on students' abilities to learn mathematics are discussed. Potential learning problems and ways to address these problems are identified.
Harry, Beth et al. (1995). Developing Culturally Inclusive Services for Individuals with Severe Disabilities. Journal of the Association for Persons with Severe Handicaps, 20(2), 99-109.
This article identifies features of a culturally inclusive approach to assessment, placement, and instruction for students with severe disabilities. Culturally inclusive ways to build relationships with families are suggested, along with a research agenda and multicultural emphasis in personnel preparation programs, with a focus on process rather than cultural content.
Wright, J. V. (1995). Multicultural Issues and Attention Deficit Disorders. Learning Disabilities Research and Practice, 10(3), 153-59.
Current inadequacies in addressing the instructional needs of multicultural students with attention deficit disorder (ADD) are discussed, along with language and learning style issues. Approaches for instruction and evaluation of students are suggested that take into account diverse learning styles.
Gersten, R., & Woodward, J. (1994). The Language-Minority Student and Special Education: Issues, Trends, and Paradoxes. Exceptional Children, 60(4), 310-322.
This article discusses issues in referral and special education instruction for students from language-minority groups. It discusses inadequacies in assessment and placement; development of effective and viable instructional strategies through collaboration between bilingual education and special education; and potential solutions involving both academic skills instruction and a natural approach to language instruction.
Lai, Y. (1994). Dual Challenge in the Classroom: The Case of Chinese Students with Special Needs. B.C. Journal of Special Education, 18(2),124-131.
This article addresses the educational challenge posed by special needs students who are Chinese, one of the largest ethnic groups in the Lower Mainland of British Columbia (Canada). The issues of self-esteem, assessment and placement, and "double handicap" are discussed. Chinese cultural characteristics are described, and suggestions for teaching are offered.
Bountress, N. G. (1993). Cultural-Linguistic Issues: Past, Present, and Future Challenges Facing Teachers. Preventing School Failure, 37(2), 26-30.
This article summarizes cultural linguistic trends of the past decade and projects them …