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Tag: children
- 1/1/04 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU
Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of... - 1/1/04 - Heraldo Richards, Ayanna Brown, Timothy Forde, Equity Alliance at ASU
This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies... - 1/1/06 - Lynn K. Wilder, Elizabeth J. Rotz , Amy W. Sonntag, Equity Alliance at ASU
This On Point is for all teachers who want to explore issues around homeless children. Students who experience homelessness are people first. Like their peers, they have unique hopes, dreams, cultural heritages, abilities, disabilities, and unique personality traits. As urban schools become more sophisticated in developing their support systems for students, it is important that systems stress personalization rather than generalization. The authors discussed that homelessness is a serious... - 1/1/08 - Robin Waterman, Beth Harry, Equity Alliance at ASU
Parents of English Language Learners (ELLs) represent a vital source of support for increased student engagement and achievement; they bring skills, values and knowledge that would benefit both students and teachers. Most importantly, they bring profound commitment and motivation: The majority of the parents of ELLs have come to the United States in order that they and their children will have a “better life.” And many of these families quickly come to believe that supporting their... - 1/1/04 - Edward Garcia Fierros, Equity Alliance at ASU
This On Point was produced by the National Institute for Urban School Improvement (NIUSI). It is about the Gardner's multiple intelligences (MI) theory and it is implications for Special Education. This On Point applies to all students having Special Education services and families and teachers of people with disabilities. In MI theory, Gardner indicated that the intelligence of children (i.e., thinking, problem solving, and creating) is valued differently depending on the family and... - 1/1/06 - Nancy J. Harris-Murri, Equity Alliance at ASU
Millions of children historically have failed in American school systems, particularly children of color from urban and rural low socioeconomic status (SES). Schools cannot change poverty or the living conditions of those children, however schools can change ways to reach and teach all children. This exemplar summarizes the High Performance All Students Success Schools Model (HiPass Model), which describes features of highly successful high-poverty elementary schools as documented by Dr. Jim... - 1/1/06 - Phil Ferguson, Equity Alliance at ASU
Teachers and administrators are all familiar with the growing movement toward the inclusion of children with disabilities into general education classrooms. Discussions about how to do this, with which children, at what ages, and with what supports and structural reforms are happening in urban school districts across the country. As a result, there is an increasing amount of information and research about the “how and why” of inclusion. Indeed, some of that information is available from... - 1/1/05 - Shelley Zion, Elizabeth Kozleski, Equity Alliance at ASU
This OnPoint is the first in a series of three OnPoints that explore issues around culture and teaching. This OnPoint describes the way in which NIUSI defines culture and how to think about educational settings and scenarios from the point of view of culture. The second OnPoint in this series focuses on teacher’s identity. The third OnPoint addresses how classrooms are enriched by the funds of knowledge and assets that children and their families bring with them from their homes and... - 1/1/08 - Annie E. Casey Foundation,
This 19th annual KIDS COUNT Data Book provides national and state-by-state information and statistical trends on the conditions of America’s children and families. This year, the KIDS COUNT Data Book essay, “A Road Map for Juvenile Justice Reform,” looks at the nearly 100,000 youth confined to juvenile facilities on any given night in the United States, and what can be done to reduce unnecessary and inappropriate detention and incarceration and increase opportunities for positive youth... - 1/1/09 - Annie E. Casey Foundation,
The 20th annual KIDS COUNT Data Book profiles the well-being of America’s children on a state-by-state basis and ranks states on 10 key measures of child well-being. The Data Book essay calls for a “data revolution” that uses timely and reliable information to track the progress and improve the lives of vulnerable children. - 1/1/09 - Kate Scorgie
"For fifteen years I have been listening to the stories of parents of children with disabilities. Typically these stories begin with accounts of academic struggle or classroom behavior issues, followed by numerous meetings with teachers, administrators and counselors, a barrage of assessments and, finally, a diagnosis-and a label." - 1/1/06 - Beth Rous, Gloria Harbin, Katherine McCormick
"One of the major service componenets under IDEA for young children with disabilities and their families is specific planning and support for transition as children exit Part C services and enter other programs." - 1/1/09 - Cristian Dogaru, Sharon Rosenkoetter, Beth Rous
"Critical Incident Technique (CIT) is a research strategy used to gather and analyze information from key informants about a significant experience in their lives. NECTC used CIT to investigate parents' and service providers' perceptions of transition from one service system to another for young children with disabilities and their families. Respondents in the study resided across the United States and participated in a myriad of service systems." - 1/1/06 - Goode, T., Jones, W.
Family-centered care and cultural and linguistic competence are essential approaches to address the multiple strengths, needs, and preferences of this nation’s families who have children and youth with special health care needs. MCHB convened a meeting to explore ways in which family-centered care and cultural and linguistic competence could be integrated in a more effective manner to support and sustain a community-based system of services that are comprehensive, coordinated, and... - 1/1/09 - Melissa Raspa, Kathleen Hebbeler, Don Bailey
The Family Outcomes Survey (FOS) provides a way for state and local programs serving young children to assess the extent to which families have achieved a variety of outcomes. This document provides suggestions on how to analyze the data from the survey; the analyses can then be used to plan for program improvement. The document is written for state agency staff, but many of the suggested analyses could be carried out at the local level as well. - 1/1/09 - Saba Bireda
"Children living in poverty face many obstacles outside the classroom that can hinder their success in the classroom. Unaddressed health care needs interfere with learning and cause low attendance. Inadequate and inconsistent housing may deprive students of a safe and quiet place to study. A lack of affordable and accessible child care forces many young adults to sacrifice learning opportunities to care for younger family members. And poverty’s economic stress may cause students to be less...
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