Part B (ages 6 through 21)


“The United States is fortunate to have a diverse population, but in the 23 decades since its establishment, the US has faced many challenges to its democratic ideals. Chief among these has been responding equitably to the ethnic, linguistic, cultural, and religious differences that characterize its people. Schools continue to reflect this struggle even today.
In 2002, the National Academy of Science and the Harvard Civil Rights project both produced reports with concerning data on the disproportionate representation of students who are culturally and linguistically diverse in special education.”

(From National Center for Culturally Responsive Education Systems (NCCRESt) website.)




TOPICS  DATABASE
IDEA 2004
Part B

View information on a variety of topics and related issues regarding the implementation of NCLB, IDEA and other legislation from federal sources, including vetted documents from the U.S. Department of Education, and resource documents from  IDEA Partnership organizations.


Federal Sources Federal Sources


U.S. Department of Education
President's Commission on Excellence in Special Education (PCESE) – Final
Report

Office of Special Education Programs (OSEP)
General IDEA Guidance from OSEP
OSEP’s Legislation and Policy Guidance
OSEP Policy Correspondence


Office of Special Education Programs (OSEP) IDEA 2004 Website:
Building the Legacy: IDEA 2004
This site is a "one-stop shop" for resources related to IDEA and its implementing regulations, released on August 3, 2006.


National Center for Culturally Responsive Educational Systems (NCCRESt)
Addressing the Disproportionate Representation of Culturally and Linguistically Students in Special Education through Culturally Responsive Educational Systems
Library: This section contains documents about  people (roles), practices, and policies.
Exemplar-Proactive Culturally Responsive Discipline
Modules:
Collaborative Leadership Teams
Collection and Use of Evidence
Understanding Culture
Culturally Responsive Literacy
Culturally Responsive Pedagogy and Practice
Culturally Responsive Response To Intervention
Practitioner Briefs:
Building Collaboration between schools and parents of english language learners: transcending barriers, creating opportunities
A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners
Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem
Racial Disproportionality in School Disciplinary Practices
Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions
Becoming Culturally Responsive Educators: Rethinking Teacher Education Pedagogy
Addressing Diversity in Schools: Culturally Responsive Pedagogy
Culturally Responsive Literacy Instruction
Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents
Legal Rights: The Overrepresentation of Culturally and Linguistically Diverse Students in Special Education


Project FORUM at NASDSE
English Language Learners (ELL) with Disabilities


The IRIS Center for Faculty Enhancement at Vanderbilt University
Module:
Cultural and Linguistic Differences: What Teachers Should Now


National Institute for Urban School Improvement
Understanding English Language Learners’ Needs and the Language Acquisition Process: Two Teacher Educators’ Perspectives


Consortium For Appropriate Dispute Resolution in Special Education (CADRE)
Diversity – Web Section


National Early Childhood Technical Assistance Center
Preparing Personnel to Meet the Needs of Culturally and Linguistically Diverse Families – Topic section


National Technical Assistance Center for Children's Mental Health
Cultural and Linguistic Competence – Web Section



IDEA Partnership Organizations IDEA Partnership Organizations



American Occupational Therapy Association
Multicultural-Related Resources
On Cultural Competency and Ethical Practice


National Association of Elementary School Principals
Closing the Gaps March/April 2005
Diverse Learning Communities


National Education Association
Diverse Group of Educators Strategize on Ways to Ensure a Quality Education for All
Diversity Resources – Web section
Closing the Gap through Extended Learning Opportunities
Disproportionality: Inappropriate Identification of Culturally and Linguistically Diverse Children
Closing Achievement Gaps: An Association Guide







Cultural competence requires that organizations:

  • have a defined set of values and principles, and demonstrate behaviors, attitudes, policies and structures that enable them to work effectively cross-culturally.
  • have the capacity to (1) value diversity, (2) conduct self-assessment, (3) manage the dynamics of difference, (4) acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they serve.
  • incorporate the above in all aspects of policy making, administration, practice, service delivery and  involve systematically consumers, key stakeholders and communities.

Cultural competence is a developmental process that evolves over an extended period. Both individuals and organizations are at various levels of awareness, knowledge and skills along the cultural competence continuum. (adapted from Cross et al., 1989)
(From National Center on Cultural Competence)


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