Posted by troyer0269 on Tuesday, January 20, 2009 at 9:34pm.
In my experience, the answer to the first question is lack of language, reading, and word processing skills. They test functionally behind in these skills, and qualify for some sort of "disability". Proverty is one issue in the skills lacking, the other, in my opinion, is often the family environment (lack of educational background of parents and family) is not education oriented, a social issue. Project Headstart (read about that) was designed to take these on head on. In my experience, race was a minimal factor, but poverty and family socioeconomic factors were significant.
On the second issue, my experience tells me that Bill's assistance will more in the realm of lofty words, rather than in practical assistance. But some principals like that sort of stuff. The plans ought to include selecting and hiring the aide, who will be key in the program. Part of the plan should include preparing the students, then the parents, so that there is no undercurrent of sabotage. The plan ought to include any needed furniture, or learning materials. The special ed dept ought to be consulted on those materials appropriate to the grade level and the disability.
Whoa!
Although minority students are probably disproportionately placed in special ed because of their lack of experiences and different cultural expectations, I don't see how the scenario you present has anything to do with minority students.
Your question asks what Behler and Gregg's plan of action should include about helping your students and parents adapt to these two special needs kids.
Your answer doesn't begin to answer the question!!!!
I'd start with a meeting with the parents explaining the addition to your classroom. Explain how these new students will add diversity and a different perspective about disabilities to your inclusive class. You will help your students become appreciative of these disabled students' abilities and learn to help them.
You should also explain the above to your current students at their level.
A couple of anecdotes to help explain the disproportionate number of minority students in special education.
In the 1960s, my mother taught poor African-American kindergarteners in inner city Chicago.
Some of her students had never seen Lake Michigan, despite the fact that the lake was only a short streetcar ride from their homes.
She was asked to recommend a few of her neediest kindergartners for a summer program to strengthen their skills. She did -- only to find that some of these parents refused this program. However, parents of some of her better students demanded that their children be allowed to participate in the summer program. They wanted the best for their children.
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