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Culturally, Linguistically and Ability Diverse Children, Youth and Families • Deaf Literacy • Disproportionality • English Language Development/ESL • Reading Instruction • Social Skills and Discipline • Study Skills • Additional Topics
Children
and youth with disabilities face enormous challenges. When they
come from culturally and linguistically diverse backgrounds, these
challenges are multiplied many times. Thus, families and professionals
often need assistance from other experts and from other groups.
The resources that follow include recommendations of organizations,
associations, and government agencies as well as print and video
resources for serving culturally, linguistically and ability diverse
(CLAD) children and youth and their families.
Washington,
DC Metropolitan Office The
Alliance Project's mission is to address the increasing demand for
and declining supply of personnel from historically under-represented
groups for special education and related services, in cooperation
with Historically Black Colleges and Universities, tribally controlled
colleges, and other institutions of higher education whose enrollments
include at least 25 percent of students who are members of underrepresented
racial/ethnic groups. The goal is to enhance the capacities of these
institutions to prepare qualified personnel for careers in special
education.
The Association on Higher Education and Disability (AHEAD) is an international, multicultural organization of professionals committed to full participation in higher education for persons with disabilities. The Association is a vital resource, promoting excellence through education, communication, and training.
CLAS identifies, evaluates, and promotes early intervention practices that are effective, appropriate and sensitive to children with disabilities, ages birth to five years, and their families, who are culturally and linguistically diverse.
CREDE's mission is to assist the nation's diverse students at risk of educational failure to achieve academic excellence. The Center's research and development focuses on critical issues in the education of linguistic and cultural minority students and those placed at risk by factors of race, poverty, and geographic location. CREDE is funded by the U.S. Department of Education, Office of Educational Research and Improvement.
DDEL is dedicated to advancing and improving educational opportunities for culturally and linguistically diverse learners with disabilities and/or who are gifted, their families, and the professionals who serve them. Members receive a yearly jourmal, Multiple Voices for Ethnically Diverse Exceptional Learners, and two issues of the DDEL Newsletter.
The mission of the Elementary and Middle Schools Technical Assistance Center (EMSTAC) is to identify and meet the technical assistance needs of elementary and middle schools to improve educational outcomes for children with disabilities. EMSTAC works with school district personnel to promote research-based change nationwide.
The
ERIC Clearinghouse on Languages and Linguistics is operated by the
Center for Applied Linguistics, a private non profit organization
and funded by the U.S. Department of Education. ERIC/CLL provides
a wide range of services and materials for language educators, most
of them free of charge. These include two-page information digests
and short bibliographies, a semiannual newsletter, and a question-answering
service eric@cal.org. All of these are available at no cost. Ready-made
computer searches of the ERIC database are also available for a
nominal fee.
FAPE
aims to inform and educate families and advocates about IDEA '97.
FAPE's main goals are to: 1) inform and support families and advocates
through a partnership among families and disability organizations;
2) promote research-based practices that positively impact results
for children with disabilities in accessing challenging curricula,
meeting high expectations, realizing success through ongoing assessment
of progress and increasing the involvement of parents and disability
advocates in children's educational programs; and 3) maintain effective
and efficient networking, marketing and outreach activities to ensure
broad-based understanding of IDEA '97 and to promote appropriate
implementation at state and local levels.
Fiesta Educativa assists Latino families in obtaining services to help them care for their children with disabilities through education, training, referral, and information. It has chapters in 3 regions of California.
The U.S. Department of Education's web site for free educational resources. Teachers, parents, students, and others may find free teaching and learning resources from more than 30 federal agencies.
The Howard University Research and Training Center for Access to Rehabilitation and Economic Opportunity (HURTC) is funded by the National Institute on Disability and Rehabilitation Research (NIDRR), U.S. Department of Education. HURTC has the philosophy that every individual no matter how severely disadvantaged or disabled can benefit from competent, appropriately designed rehabilitation and related services. The program of the Center focuses on an interdisciplinary collaborative approach to the needs of persons from multicultural communities with disabilities.
The Language is The Key training model addresses the following major areas: (a) early language, literacy and play development; (b) bilingual language development, (c) family involvement , (d) language facilitation, (e) cultural relevance, and (f), adult learning
Promoting educational excellence and equity through bilingual education, the National Association for Bilingual Education (NABE) is a national organization concerned with the education of language-minority students in American schools.
The
mission of NCPSE is to collect, analyze, and disseminate information
that will guide efforts to increase the adequacy of the available
supply of qualified, diverse special education, and related professions.
NCPSE also works to improve and maintain a knowledge base concerning
programs preparing special education and related services professionals;
establish networks of state education agencies, local education
agencies, and professional associations to maximize the sharing
and accuracy of information regarding career and employment opportunities;
and provide technical assistance to institutions of higher education
seeking to meet state and professionally recognized standards.
The mission of the National Institute for Urban School Improvement is to support inclusive urban communities, schools, and families in order to build their capacity for sustainable, successful urban education.
The QEM Network is a non-profit organization based in Washington, D.C. dedicated to improving the education of African Americans, Alaska Natives, American Indians, Mexican Americans, and Puerto Ricans. It advocates for the educational benefit of all children and youth by improving the quality of education available to the groups targeted by QEM. The QEM Network believes that quality education for minorities improves the quality of education for all.
The
mission of the Alliance Project is to expand the leadership capability
of Parent Training and Information (PTI) projects to provide information
and training to an increasing number of parents of children with
disabilities representing the great diversity of special need, age,
ethnicity, and economic and educational background. The Alliance
Project is based on the same model of parent-to-parent peer empowerment
that characterizes the PTI, Experimental PTI, and Community-Based
projects it serves.
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