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Dynamic Contexts in the Education of Multicultural Students with Disabilities in the Urban School Environment
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Randall S. Vesely
Veröffentlicht/Copyright:
1. Januar 2007
The challenges in improving and sustaining success of children from multicultural backgrounds with disabilities in urban school districts manifest themselves in the contextual dynamics of legal, accountability, demographic, and fiscal terrains. Within each of these areas, educational leaders must solve existing problems of underservicing, overidentifying, inadequately funding, and unnecessarily placing multicultural students in restrictive special education placements. In this article, we focus on these terrains.
Published Online: 2007-1-1
©2011 Walter de Gruyter GmbH & Co. KG, Berlin/Boston
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Artikel in diesem Heft
- Executive Editors' Comment
- Debunking Perceptions that Impede Multicultural Education
- Article
- Dynamic Contexts in the Education of Multicultural Students with Disabilities in the Urban School Environment
- Language Study Matters for Classroom Teachers in Diverse Schools
- Office Disciplinary Referrals in an Urban Elementary School
- Preservice Special Education Service Providers' Attitudes on Diversity
- Impact of Cultural and Linguistic Diversity on Self-Determination Skills and Perceptions
Schlagwörter für diesen Artikel
Key Terms: Disabilities;
Urban Education;
Funding;
Accountability;
Legal Issues
Artikel in diesem Heft
- Executive Editors' Comment
- Debunking Perceptions that Impede Multicultural Education
- Article
- Dynamic Contexts in the Education of Multicultural Students with Disabilities in the Urban School Environment
- Language Study Matters for Classroom Teachers in Diverse Schools
- Office Disciplinary Referrals in an Urban Elementary School
- Preservice Special Education Service Providers' Attitudes on Diversity
- Impact of Cultural and Linguistic Diversity on Self-Determination Skills and Perceptions
