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Improving Results for Culturally and Linguistically Diverse Students
Research Connections
Fall 2000

Contacts and Resources

If you would like to know more about the research referenced in this issue, you can contact the following individuals and organizations by postal mail, telephone, or e-mail, or by using the URLs provided.

Research Connections was prepared with funding from the U.S. Department of Education, Office of Special Education Programs, under Contract No. ED-99-CO-0026. It is in the public domain and may be freely reproduced and disseminated. The opinions expressed here do not necessarily reflect the positions or policies of OSEP or the Department of Education.

Culturally and Linguistically Appropriate Services for Early Childhood (CLAS) collects, reviews, and catalogs materials and practices developed for families and children representing culturally and linguistically diverse populations. Visit the website at http://clas.uiuc.edu. For more information, contact Rosa Milagros Santos at 800-583-4135.


    Gail Bornfield
    Tucson Unified School District
    1010 E. Tenth Street
    Tucson, AZ 85717

    Mike Crowley
    Department of Education
    State Education Building
    Room 105c-4
    State Capitol Mall
    Little Rock, AR 72201

    Susan Fowler & Beverly Lewman
    University of Illinois
    College of Education
    1310 S. 6th St.
    Champaign, IL 61820

    Beth Harry & Janette Klingner
    University of Miami
    6331 SW 67 Terrace
    South Miami, FL 33143

    Robert Jimenez
    University of Illinois
    810 S. Wright Street
    Champaign, IL 61820

    Joy Markowitz
    National Association of State Directors of Special Education
    1800 Diagonal Road
    Suite 320
    Alexandria, VA 22134

    Greg Prater
    Northern Arizona University
    Center for Excellence in Education
    Box 5774
    Flagstaff, AZ 86011

    LeVan Townsel
    Highland Park Community Junior High School
    15900 Woodward
    Highland Park, MI 48203


    Artiles, A.J., & Zamora-Duran, G. (1997). Reducing disproportionate representation of culturally diverse students in special and gifted education. Reston, VA: The Council for Exceptional Children. 1-800-CEC-SPED.

    Burnette, J. (November 1999). Critical behaviors and strategies for teaching culturally diverse students. Reston, VA: The Council for Exceptional Children. (ERIC/OSEP Digest E584.) http://eric.hoagiesgifted.org.

    Burnette, J. (March 1998). Reducing the disproportionate representation of minority students in special education. Reston, VA: The Council for Exceptional Children. (ERIC/OSEP Digest E566.) http://eric.hoagiesgifted.org.

    Heller, K., Holtzman, W., & Messick, S. (1982). Placing children in special education: A strategy for equity. Washington, DC: National Academy Press. (ED217618).

    Jimenez, R. (1997). The strategic reading abilities and potential of five low-literacy Latina/o readers in middle school. Reading Research Quarterly, 32, 224-243.

    Markowitz, J., Garcí, S., & Eichelberger, J. (1997). Addressing the disproportionate representation of students from racial and ethnic minority groups in special education: A resource document. Alexandria, VA: National Association of State Directors of Special Education. (ED406810).

    Santos, R., Fowler, S., Corso, R., & Bruns, D. (2000). Acceptance, acknowledgment, and adaptability: Selecting culturally and linguistically appropriate early childhood materials. TEACHING Exceptional Children, 32(3), 14-22.

    U.S. Department of Education. (1997). 19th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Author. (http://www.ed.gov/about/offices/list/osers/osep/index.htmlosep97anlrpt/). (ED412721).

    Research Connections is a biannual review of research on topics in special education, focusing on research sponsored by the U.S. Office of Special Education Programs. This issue of Research Connections was developed by Warger, Eavy Associates for the ERIC/OSEP Special Project.

    The ERIC/OSEP Special Project is operated by The Council for Exceptional Children through the ERIC Clearinghouse on Disabilities and Gifted Education.

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