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Journal articles (for example, EJ999999) are available for a fee from the originating journal (check your local college or public library), through interlibrary loan services, or from article reproduction services: Carl Uncover, now at Ingenta: http://www.ingenta.com/, uncover@carl.org, 1-800-787-7979; or ISI: tga@isinet.com, 1-800-523-1850.

Beam, G. C. (1993) Introduction: Getting Started. Teams in Early Intervention. For related documents, see EC 303 771-775. 71pp. ERIC Document Reproduction Service (EDRS), ED379895.
Project TIE (Teams in Early Intervention) was conceptualized to meet the need for: (1) involvement of formerly "ancillary" service professionals in early intervention for children with disabilities, (2) high quality family-centered services, and (3) training in the team approach. The project provides training to four groups that might constitute an early intervention team—/language pathologists, motor therapists, health care professionals, and family members. The training is designed to enable participants to determine what supports and interferes with children's performance, develop shared perspectives in viewing children's performance, apply a common conceptual framework for early intervention, explore how each profession addresses early intervention team practices, know what other team members expect from them, and improve information sharing among team members. This introductory training module contains a paper by Carol Westby titled "Developing Cultural Competence: Working with Culturally/Linguistically Diverse Families." The paper examines controversial issues in cultural diversity, cultural variations in values and beliefs, cultural differences affecting child development, and cultural influences on interviewing. Another paper, "The Performance Competence Model: A Narrative Discussion" by Meave Stevens Dominguez, promotes a holistic view of the child within the context of the child's personal characteristics, preferences, environments, family, and culture. Appendices contain a sample training agenda and cards for use in a performance competence game.

Burstein, N. et al. (1993). Teacher Preparation for Culturally Diverse Urban Students: Infusing Competencies across the Curriculum. Teacher Education and Special Education, 16(1), 1-13.
This paper describes a teacher education program which systematically infuses, into the entire curriculum, those competencies important in serving culturally diverse students with learning disabilities. The program's rationale, the infusion model, and its implementation and effectiveness are discussed.

Ford, B.A. (1992). Multicultural Education Training for Special Educators Working with African-American Youth. Exceptional Children, 59(2), 107-14.
A survey of 21 special education administrators in Ohio revealed that they perceived that special education teachers should be involved in multicultural educational training programs with special emphasis on African-American students and their families. Results also revealed that personnel responsible for conducting such inservice programs may lack formal training.

Grossman, Herbert. (1992). The San Jose State University Bilingual/Multicultural Special Education Personnel Preparation Program: A Report on Thirteen Years of Experience. 52pp. ERIC Document Reproduction Service (EDRS), ED364092.
The report describes the San Jose State University (California) teacher education program to prepare teachers of multicultural special education in elementary and secondary schools. It begins by describing the program's components, all related to bilingual special education teacher training: the training program itself; teacher certification; an 8-course advanced training program; distance education; intercollegiate credit transfer; multicultural training for monolingual teachers; multicultural training for teachers trained in learning disabilities; early childhood education; English-as-a-Second-Language instruction; and summer institutes. Other program information reported includes student and faculty data, a history of the program's development since 1979, program structure, courses offered, and descriptions of the bilingual/multicultural competencies emphasized, with program activities used to teach them. These include: language skills; cultural awareness and intercultural skills; non-discriminatory assessment techniques; language assessment techniques; instructional strategies; counseling, consultation, advocacy, and referral skills; and classroom management techniques. A formal program evaluation for the program's 13-year period, with recommendations, is appended.

Hains, A. H. (1994). UWM Preservice Early Intervention Project: Respecting the Full Range of Diversity across Early Childhood Settings. Final Report, Fiscal Years 1991-1994. 50pp. ERIC Document Reproduction Service (EDRS), ED379834.
This project recruited and provided preservice training for individuals from underrepresented groups who were interested in working in urban areas with young children with special needs and their families. The project was implemented within the University of Wisconsin-Milwaukee (UWM) Exceptional Education program in collaboration with the Curriculum and Instruction program and the Center for Teacher Education. The program included both existing and proposed coursework and opportunities for fieldwork and practica experiences in a variety of settings including community-based and public school programs. Competencies related to family-centered intervention, team collaboration and consultation, care coordination (case management), cultural diversity, transition planning, and problem-solving were infused into the program. Experienced professionals from underrepresented populations were recruited as mentors. Interviews with students indicated that students' expectations were being met. This report discusses the project's objectives, accomplishments toward objectives, and project findings. Appendices contain a project brochure, news releases, student teaching evaluation form, UWM-Milwaukee Area Technical College articulation agreement, and a preservice student questionnaire.

Harry, B. et al. (1993). Crossing Social Class and Cultural Barriers in Working with Families: Implications for Teacher Training. TEACHING Exceptional Children, 26(1), 48-51.
This article describes a preservice special education teacher education course at the University of Maryland which requires students to interact directly with parents of different social classes and cultural backgrounds. Three students recount their experiences and changed attitudes as a result of this requirement.

Lyter-Mickelberg, P. & Connor-Kuntz, F. (1995). How to Stop Stereotyping Students. Strategies, 8(6), 16-21.
Explains how teachers can modify their behaviors to incorporate a multicultural approach in physical education. Gender, racial, and disability stereotypes are emphasized as problematic. Eight steps to incorporating an inclusive approach to physical education are provided.

Obiakor, F. E. & Ford, B. A. (1995). Restructuring and Reforming: "Rat Race" for Excellence or Failure? Paper presented at the 73rd Annual International Convention of the Council for Exceptional Children (Indianapolis, IN, April 5-9, 1995). 13pp. ERIC Document Reproduction Service (EDRS), ED381980.
This paper considers the impact of school reform and restructuring programs on African-American students with exceptionalities and suggests strategies for general and special educators, policymakers, and administrators. It reviews the history of school reforms and concludes that the America 2000/Goals 2000 program and the 1990 Individuals with Disabilities Education Act both fail to address the needs of African-American and other at-risk students because of their heavy reliance on tests. Teacher education programs are also criticized for their heavy reliance on tests for admission and program completion as well as on their "soullessness" and "poverty of the teaching spirit." Most reform efforts are seen to address "quality" but not "equity" and thus cause more problems than they solve. Recommendations for responsible reform and restructuring programs for African-American exceptional learners include: (1) ensuring that adequate cultural knowledge is included in professional standards; (2) recruiting and retaining African-American general and special educators at all levels; (3) focusing on problem solutions and not problem politics; (4) addressing issues of equity and excellence; and (5) creating a Comprehensive Support Model to involve students, parents, schools, and communities.

Obiakor, F. E. & Utley, C. (1996). A. Rethinking Preservice and Inservice Training Programs for Teachers in the Learning Disabilities Field: Workable Multicultural Models. 52pp. ERIC Document Reproduction Service (EDRS), ED397594.
This paper discusses the need to rethink preservice and inservice training programs for general and special educators who teach culturally diverse students with learning disabilities. An overview identifies problems associated with traditional preservice and inservice training programs, such as Eurocentric teacher education programs and low teacher expectations of minority students. The following model teacher development programs are reviewed: "Bilingual/ESOL Special Education INFUSION," "Bilingual Special Education Interagency Collaboration Project," "Multisystem: Systematic Instructional Planning for Exceptional Bilingual Students," "Culture: Differences? Diversity! Inservice Program," "Project Partnership," and "Training in America's Multicultural Schools (Project TEAMS)." Barriers to systemic programmatic infusion of these successful programs are identified, including a lack of involvement by minority faculty and staff and implications of the transfer of funding authority to state and local authorities. A discussion of multicultural competencies for regular and special educators presents case studies to illustrate how traditional inservice training, labeling, misidentification procedures, low teacher expectations, and teacher-student interactions affect the outcomes for culturally diverse and at-risk students with learning disabilities. Proactive nontraditional strategies are proposed, involving new ways of thinking; curricular changes; modification and infusion of courses; testing, placement, and instructional expectations; and recruitment and retention of minority students, faculty, and staff at colleges and universities.

Ramirez, B. A. (1990). Preparing Special Education and Related Services Personnel To Serve Culturally and Linguistically Diverse Children with Handicaps: Needs and Future Directions. In: Bullock, Lyndal M., Ed.; Simpson, Richard L., Ed., Critical Issues in Special Education: Implications for Personnel Preparation. Monograph.; see EC 301 016. Paper presented at the Forum on Emerging Trends in Special Education and Implications for Training Personnel (Washington, DC, February 8-9, 1990). 5pp. ERIC Document Reproduction Service (EDRS), ED343341.
This paper outlines the need to diversify the education profession at practitioner, administrative, and personnel preparation levels in order to better serve culturally and linguistically diverse children with disabilities. Needs identified include developing effective recruitment and retention programs for members of ethnic minority groups; ensuring that competencies related to culturally and linguistically diverse children with handicaps are an integral component of special education and related services preparation programs; strengthening training and leadership programs preparing ethnic minority special education and related services personnel as well as personnel serving culturally and linguistically diverse children with handicaps; and initiating research and demonstration projects to improve curriculum, competencies, and training.

Wald, J. L. (1996). Culturally and Linguistically Diverse Professionals in Special Education: A Demographic Analysis. 52pp. ERIC Document Reproduction Service (EDRS), ED397579.
This paper identifies issues associated with the supply and demand of culturally and linguistically diverse teaching professionals, particularly special educators. It notes an alarming disparity between the supply and the demand of special education teaching professionals representing diverse populations. First, data on general and special education demographics are provided. Definitional issues are briefly addressed, noting that a "minority" may well actually be the majority in some school systems. The critical importance of population projection data in addressing the supply and demand of culturally and linguistically diverse special educators is stressed. The scarcity of relevant data and the importance of data collection in providing an empirical basis for policy decisions are stressed. Variables related to the imbalance between the supply of minority educators and the number of minority students are presented in graphs, tables, and narrative, including alternative career paths, diminished supply of special education personnel, low preservice graduation rates of minority students, and attrition/retention issues. The value of diversity within the educational setting is emphasized. Recommendations address: programs directed toward increased supply of educators representing diverse populations; recruitment and retention efforts at the preservice level; federal mandates; and systematic review and evaluation using national, state, and regional data collection.

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