ACRES Cross-Cultural Bibliography for Rural Special Educators. INSTITUTION American Council on Rural Special Education

DOCUMENT RESUME

ED 306 047 RC 017 027

AUTHOR Reetz, Linda, Comp.; Cerny, Mary, Comp. TITLE ACRES Cross-Cultural Bibliography for Rural Special Educators. INSTITUTION American Council on Rural Special Education. PUB DATE Feb 88 NOTE 44p. PUB TYPE Reference Materials - Bibliographies (131)

EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS American Indians; *Bilingual Education; Blacks; *Educational Diagnosis; Elementary Secondary Education; *Exceptional Persons; Hispanic Americans; Migrants; *Minority Groups; *Multicultural Education; Preschool Education; Rural Education; *Special Education IDENTIFIERS Native Americans; Nondiscriminatory Assessment

ABSTRACT This bibliography of cross-cultural materials contains 437 bibliographic citations of journal articles, books, government reports, court cases, and bibliographies of interest to rural special educators. Major topical areas are bilingual exceptional children (136 items) and culturally diverse exceptional children (135 items). Other topics include Black Americans, court cases, Hawaiians, Hispanics, migrant exceptional students, Native Americans, and nondiscriminatory evaluation. (SV)

*********************************************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. ***********************************,:*********************************** Ca trN ACRES Cross-Cultural Bibliography w for Rural Special Educators

Prepared by Dr. Linda Reetz ACRES Cross-Cultural Task Force Leader University of South Dakota

and "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

Mary Corny acA.-0 Graduate Student in Special Education University of South Dakota

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."

Ort.rgahnru 1 ORR

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement American Council on Rural Special Education (ACRES) EDUCATIONAL RESOURCES INFORMATION Miller Hall 359 CENTER (ERIC) /Thisdocument has been reproduced as Western Washington University received born the person Of organization orioinafing IL Beilingham, WA 98225 C Mawr changes have bean made to improve reproduction quality

Points of view or oPiniOnsstatedmihisdocs Cover Illustralion: Jackie Souck, 7th Grade ment do not necessarily represent official Vermillion Middle School OE RI position or policy Vermillion, South Dakota

2 ACKNOWLEDGEMENTS

The editorswould like to acknowledge the following bibliograplies for numerous citations included in this document.

A Perspective on Delivering Educational Services to Special Populations--Black and Other Minorities, Kanawha Z. Chavis, ERIC; 1979.

Educating the Exceptional Bilingual Student, William Patterson College of New Jersey, Wayne, New Jersey; 1985.

Migrant Parents' Rights and Responsibilities, Ramon Ganzalez, ERIC/CRESS; 1932.

The Mexican American Child in Special Education, Richard Fajardo Rodriguez, ERIC/CRESS; 1982.

Models for Working with Culturally Different Groups, Blanche E. Glimps, Educational Consultant Services, 19481 Steel St., Detroit, MI; 1985.

1 Table of Contents

Acknowledgements i

I. Bilingual Exceptional Children 1

II. Black American 13

III. Court Cases 18

IV. Culturally Diverse Exceptional Children 19

V. Hawaiian 29

VI. Hispanic 30

VII. Migrant Exceptional Students 34

VIII. Native American 36

IX. Nondiscriminatory Evaluation 38

ii I. BILINGUAL EXCEPTIONAL CHILDREN

Alley, G. & Foster, C. (1978). Won-discriminatory testing of minority exceptional children. Focus on Exceptional Children, 9(8), 1-16.

Ambert, A., & Dew, N. (1982). Special education for exceptional bilingual students: A handbook for educators. Milwaukee, WI: University of Wisconsin.

Anastasi, A. (1976). Psychological testing (4th ed.). New York, NY: MacMillan.

Anastasi, A., & Cardova, F. (1953). Some effects of bilingualism upon the intelligence test performance of Puerto Rican children in New York City. Journal of Educational Psychology, 44, 1-19.

Anderson, J. G., & Johnson, W. H. (1968). Sociocultural determinants of achievement among Mexican-American students. Las Cruces, NM: ERIC/Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED 017 394.)

Arabic Language Bilingual Materials Development Center, University of Michigan, School of Education, 611 Church Street, Ann Arbor, MI 48104.

Baca, L. (1980). Policy options for insuring the delivery of an appropriate education to handicapped children who are of limited English proficiency. Reston, VA: Council for Exceptional Children.

Baca, L., & Bransford, J. (1982). An appropriate education for handicapped children of limited English proficiency. Special education in Ameriza: Its legal and governmental foundation. Reston, VA: Council for Exceptional Children.

Baca, L., & Bransford, J. (1981). Meeting the needs of the bilingual handicapped child. Momentum, 12(2), 26-29.

Baca, L. M., & Cervantes, H. T. (Eds.). (1984). The bilingual special education interface. St. Louis, MO: Times Mirror/Mosby College Publishing.

Baca, M. (1974). What's going on in the bilingual special education classroom? Teaching Exceptional Children, 7(i), 25.

1 2

Banks, J. A. (1979). Teaching strategies for ethnic studies (2nd ed.). Boston, MA: Allyn and Bacon.

Bay Area Bilingual Education League (BABEL). (1972). Bilingual testing and assessment. Washington, DC: U. S. Government Printing Office. (ERIC Document Reproduction ServiceNo. ED 065 225.)

Becker, W. C. (1971). Parents are teachers: A child management program. Champaign, IL: Research Press Co.

Benin, B. (1980). Special education needs in bilingual programs. Rosslyn, VA: Inter-American Resource Association, Inc., National Clearinghousefor Bilingual Education.

Bernal, E.M., Jr. (1979). The education of culturally different gifted. Paper prepared for the National Society for the Study of Education, Chicago, IL.

Bernal, E. M., Jr. (1974). Gifted Mexican-American children: An ethnico-scientific perspective. Paper presented to the American Educational Research Association,Chicago, April 1974. (ERIC Document Reproduction Service No.ED 091 411.)

Bernal, E. M., Jr. (1972). Assessing assessment instruments: A Chicano perspective. Paper prepared for the Regional Training Program to Serve the Bilingual/Bicultural Exceptional Child, The University of Texas,Austin, February, 1972.

Bernal, E. M., Jr., & DeAvila, E. A. (1976). Assessing gifted and average children with theCartoon Conservation Scales. Paper presented at the Annual International Bilingual/Bicultural Conference, San Antonio,TX.

Bernal, E. M., Jr., & Reyna, J. (1975). Analysis and identification of giftedness in Mexican-Americanchildren: A pilot study. In B. 0. Boston, (Ed.), A resource manual of information on educating the gifted andtalented. Reston, VA: ERIC/Clearinghouse on handicapped and GiftedChildren, and Council for Exceptional Children. (ERIC Document Reproduction Service No. ED 117 885.)

Bilingual Special Education TaskForce Report. (1984). Rosslyn, VA: National Clearinghouse for Bilingual Education.

Birman, B. F., & Ginsburg, A. L. (1981). Addressing the needs of language- minority, children: Issues for federal policy. Washington, DC: Office of Planning, Budget, and Evaluation, U. S. Department of Education.

6 3

Bridge, F. R. (1976). Parent participation in school innovations. Teachers College Record, 77(3), 366-384.

Bruch, C. B. (1970). A proposed rationale for the identification and development of the gifted disadvantaged. TAG: Gifted Children Newsletter, 12(2), 40-49.

Bryen, D. N. (1976). Speech-sound discrimination ability on linguistically unbiased tests. Exceptional Children, 42(4), 195-201.

Bryen, D. (1974). Special education and the linguistically different child. Exceptional Children, 40, 589-599.

Butcher, H. J. (1968). Human intelligence: Its nature and assessment. New York, NY: Harper and Row.

Carpenter, L. (1983). Communication disorders in limited- and non-English proficient children. Los Alamitos, AZ: National Center for Bilingual Research.

Carpenter-Huffman, P., & Samulon, M. (1981). Case studies of delivery and cost of bilingual education. Santa Monica, CA: The Rand Corporation.

Carrasquillo, A. (1977). New directions for special education through a bilingual bicultural approach. Paper presented at the Council for Exceptional Children 55th Annual International Convention, Atlanta, GA, April 15, 1977 (ERIC Document Reproducticn Service No. ED 139 173).

Castillo, M. S., & Cruz, J., Jr. (1974) Specia] competencies for teachers of preschool Chicano children: Rationale, content and assessment process. Young Children, 29(6), 341- 347.

Cazden, C. B. (1972). Two paradoxes in the acquisition of language structure and functions. Paper presented at a conference on the Development of Competence in Early Childhood, sponsored by the Developmental Science Trust, London, England, January 1972. (ERIC Document Reproduction Service No. ED 063 831.)

Clark, K. B., & Plotkin, L. A. (1972). A review of the issues and literature of cultural deprivation theory. In K. B. Clark, (Ed.), The educationally deprived: The potential for change. New York, NY: Metropolitan Applied Research Center.

Cooper, J. 0., & Edgar, D. (1978). Parenting"Strategies and educational methods. Columbus, OH: Charles E. Merrill Company. 4

Cummins, J. (1985). Bilingualism and special education: Issues in assessment and pedagogy. San Diego, CA: College-Hill Press, Inc.

Cummins, J. (1983). Bilingualism and special education: Program and pedagogical issues. Learning Disabilities Quarterly, 6, 373-386.

Cummins, J. (1981). Four misconceptions about language proficiency in bilingual education. NABE: Journal of the National Association for BilingualEducation, 5, 31-45.

Cummins, J. (1980). The entry and exit fallacy inbilingual education. NABE: Journal of the National Associationfor Bilingual Education, 4, 25-29.

Cummins, J. (1978). Bilingualism and the developmentof metalinguistic awareness. Journal of Cross-Cultural Psychology, 9, 131-149.

Cummins, J. (1976). The influence of bilingualismon cognitive growth: A synthesis, of research findings andexplanatory hypothesis. Working Papers on Bilingualism, 9,1-43.

Cummins, J., & Gulutsan, M. (1974). Bilingual education and cognition. The Alberta Journal of EducationalResearch, 20, 259-269.

Dabney, M. G. (1976). Curriculum building and implementationin mainstream settings: Some concepts and propositions. In R. L. Jones (Ed.), Mainstreaming and the minority child. Washington, DC: Exceptional Child Program, U.S. Office of Education.

DeAvila, E. A. (1976). Cartoon Conservation Scales. Oakland, CA: DeAvila and Associates.

DeAvila, E. A. (1972). Multilingual assessment. Proceedings of the National Conferenceon Bilingual Education, Dissemination Center forBilingual/Bicultural Education, Austin, TX. April 1972.

Diggs, R. W. (1974). Education across cultures. Exceptional Children, 40(8), 578-583.

Donofrio, R. M. (1972). Situations and language: A sociolinguistic investigation. Unpublished doctoral dissertation, University of New Mexico,Albuquerque, NM.

Bilingualism and cognition: Some recent findings. NABE: Journal of the National Associationfor Bilingual Education, 4, 15- 5500. 5

Dunn, L. (1968). Special education for the mildly retarded - Is much of it justifiable? Exceptional Children, 35(1), 5-24.

Evaluation, Dissemination and Assessment Center for Bilingual Education, 7703 North Lamar Blvd., Austin, TX 78752.

Fanning, P. (1977). The new relationship between parents and schools. Focus on Exceptional Children, 9(5), 1-5.

Feldman, C., & Shen, M. (1971). Some language related cognitive advantages of bilingual five-year olds. Journal of Genetic Psychology, 118, 235-244.

Feldman, R., & Donohoe, L. (1978). Nonverbal communication of affect in interracial dyads. Journal of Educational Psychology, 70, 979-987.

Feshback, N. D. (1973). Cross-cultural studies of teaching styles in four year olds and their mothers. In A. D. Pick (Ed.), Minnesota Symposia on Child Psychology (Vol. 7). Minneapolis, MN:, University of Minnesota Press.

Flaugher, R. L. (1970). Testing practices, minority groups and higher education: A review and discussion of the research. Princeton, NJ: Educational Testing Service. (ERIC Document Reproduction Service No. ED 063 324.)

Frasier, M. M. (1979). Rethinking the issues regarding the culturally disadvantaged gifted. Exceptional Children, 45(7), 538-542.

Gallagher, J. J., & Kinney, L. (Eds.). (1974). Talented delayed - talent denied: The culturally different gifted child. A conference report. Reston, VA: Council for Exceptional Children.

Genishi, C. (1978). Language use in a kindergarten program for maintenance of bilingualism. In H. A. LaFontaine, B. Persky, & L. Golubchick (Eds.), Bilingual education. Wayne, NJ: Avery Publishing Co.

Gonzales, E. (1979). Preparation for teaching the multicultural exceptional child. In H. J. Prehm, & P. T. Cegelka (Eds.), Teacher education and special education: CLItural pluralism and the preparation of special educators. Reston, VA: Council for Exceptional Children.

Gonzalez, G. (1973). Language and culture: A summary. Washington, DC: U.S. Government Printing Office.

Greenlee, M. (1981). Specifying the needs of "bilingual developmentally disabled population:" Issues and case 9 ..vim. All.M. 0.1...... 1...... 111M... 1

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Griffiths, A. (1971). Tests asa form of rejection group children. of minority Paper presented atthe CanadianGuidance and CounselingAssociation Convention, (ERIC Document Toronto, Canada. Reproduction ServiceNo. ED 055 289.). Grill, J. J., &Bartel, N. R. (1977). Language bias intests: ITPA GrammaticClosure. Journal of Learning 10(4), 229-235. Disabilities,

Gumperz, J. J. (1974). The semantics ofcode-switching in conversation. Berkeley, CA: Press. University ofCalifornia

Hobbs, N., (Ed.). (1975). Issues in the exceptional children. classification of San Francisco, CA: Jossey-Bass. Hunt, J. McV. (1961). Intelligence and NY: Ronald Press. experience. New York,

Ianco-Worrall, A. (1972). Bilingualism and development. cognitive Child Development,43, 1390-1400. Information capsulefor parents. Rosslyn, VA: National Clearinghose forBilingual Education.

Jaramillo, M. L. (1974). Cultural conflict exceptional child. curriculum and the Exceptional Children,40(8), 585-587. Jaramillo, M. L. (1972). Cultural differencesrevealed through language. NCRIEEO Tipsheet,Number 8. National Center for New York, NY: Research and Informationon Equal Educational Opportunity,Columbia University. Document Reproduction (ERIC Service No. ED 066522.) Jensen, J. V. (1972). Effects of childhoodbilingualism. Elementary English,39, 132-143.

Jones, R. L. (1972). Labels and stigma in specialeducation. Exceptional Children,38(7), 553-564. Katz, I. (1968). Academic motivationand equal education opportunity. Harvard Educational Review, 38(1),57-65. Keogh, B. (1973). Perceptual and cognitivestyles: Implications forspecial education. Sabatino (Eds.), In L. Mann, &D. The first reviewof special Philadelphia, PA: education. Journal of SpecialEducation Press. Klassen, F. H.,& Gollnick, D. M. (Eds.). (1977). Pluralism 10 7

and the American teacher: Issues and case studies. Washington: DC: American Association of Colleges for Teacher Education. (ERIC Document Reproduction Service No. ED 134 575.)

Kline, C., & Lee, N. (1971). A transcultural study of dyslexia: Analysis of language disabilities in 277 Chinese children simultaneously learning to read and write in English and Chinese. Journal of Special Education, 6(1), 9-21.

Kroth, R. L. (1975). Communicating with parents of exceptional children: ImProving parent-teacher relationships. Denver, CO: Love Publishing Company.

Labov, W. (1970). The logic of nonstandard English. In J. E. Alatis (Ed.), Georgetown University Roundtable on Language and Linguistics 1969: Linguistics and the teaching of standard English to speakers of other languagesor dialects. Washington, DC: Georgetown University Press.

Landurand, P. (1982) Training faculty in bilingual special education. --: Regis College Multicultural Institute for Change.

Lesser, S. D. (1975). Improved bilingual instruction and services in special school. Brooklyn, NY: New York City Board of Education.

Lichter, P. (1976). Communicating with parents: It begins with listening. Teaching Exceptional Children, 8(2), 66-75.

Liedtke, W. W., & Nelson, L. D. (1968). Concept formation and bilingualism. Alberta Journal of Education Research, 14, 225-232.

Madsen, M. C., & Shapira, A. (1970). Cooperative and competitive behavior of urban Afro- American, Anglo-American, Mexican-American, and Mexican villaga children. Developmental Psychology, 3(1), 16-21.

Marland, S. P.. Jr. (1971). Education of the gifted and talented - Volume I: Report to the Congress of the United States by the U. S. Commissioner of Education.Washington, DC: Office of Education, Department of Health, Education and Welfare. (ERIC Document Reproduction Service No. ED 056 243.)

McDowell, R. L. (1976). Parent counseling: The state of the art. Journal of Learning Disabilities, 9(10), 14-19.

Meadow, K. P., & Meadow, L. (1971). Changing role perceptions for parents of handicapped children. Exceptional Children, 8

38(1), 21-27.

Meeker, M. N. (1971). Identifying potential giftedness. Bulletin of the National Associationof Secondary School Principals, 55(359), 92-95.

Mercer, J. R. (1976). Th- struggle for children'srights: Critical juncture for schoolpsychology. School Psychology Digest. Special Issue on Law and Ethics inSchool Psychology. Riverside, CA: University of California.

Mercer, J. R. (1976). Identifying the gifted Chicano child. Paper presented at the first Symposiumon Child Psychology, University of California, Irvine,CA. May, 1976.

Mercer, J. R. (1973). Labeling the mentally retarded: Clinical and social system perspectiveson mental retardation. Berkeley, CA: University of California Press.

Mercer, J. R. (1972). Sociocultural factors in the educational evaluation of Black and Chicanochildren. Paper presented at the Tenth Annual Conferenceon Civil and Hunan Rights of Educators and Students, Washington,DC. February 1972. (ERIC Document ReproductionService. ED 062 462.)

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Mercer, J. R., & Lewis, J. E. (1977). System of Multicultural Pluralistic Assessment (SOMPA). New York, NY: The Psychological Corporation.

Mowder, B. (1980). A strategy for the assessment ofbilingual handicapped children. Psychology in the Schools, 17, 7-11.

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O'Malley, J. M. (1982). Children's English and service study. Educational needs assessmentfor language minority children with limited English proficiency. Rosslyn, VA: InterAmerica Research Associates,Inc. 12 9

Omark, D. R., & Erickson, J. B. (Eds.). (1983). The bilingual exceptional child. San Diego, CA: College-Hill Press.

Ortiz, A. (1984). Choosing the language of instruction for exceptional bilingual children. Teaching Exceptional Children, 16, 208-212.

Ortiz, A., & Yates, J. (1982). Teacher training associated with serving bilingual exceptional students. Teacher Education and Special Education, 5, 61-68.

Pacific Area Language Materials Development Center, University of Hawaii, 2424 Maile Way, Honolulu, HI 96822.

Parent involvement in the education of minority language children: A resource handbook. Rosslyn, VA: National Clearinghouse for Bilingual Education.

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Piersel, W. C., Brody, G. H., & Kratochwill, T. R. (1977). A further examination of motivational influences on disadvantaged minority group children's intelligence test performance. Child Develops* nt, 48(3), 1142-1145.

Plata, M. (1984). Assessment, placement, and programming of bilingual exceptional pupils: A practical approach. Reston, VA: Council for Exceptional Children.

Plata, m & Jones, P. (1982). Bilingual vocational education for handicapped students. Exceptional Children, 48, 538- 540.

Plata, M., & Santos, S. L. (1981). Bilingual special education: A challenge for the future. Teaching Exceptional Children, 14, 97-100.

Ramirez, M., III, & Price-Williams, D. R. (1974). Cognitive styles of children of three ethnic groups in the United States. Journal of Cross-Cultural Psychology, 5(2), 212- 219. 13 10

Reisner, E. R. (1981). The availability of bilingualeducation teachers: Implications for Title VI enforcementand good educational practices. Washington, DC: Educational Policy Development Center.

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Rodriguez, C., Cole, J., Stile, S.,& Gallegos, R. (1979). Bilingualism and biculturalism for thespecial education classroom. Teacher Education and Special Education,2, 69- 74.

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Rueda, R. S,, Rodriguez, R. F.,& Prieto, A. G. (1981). Teachers' perceptions of competencies forinstructing bilingual/multicultural exceptionalchildren. Exceptional Children, 48, 268-270.

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Exceptional Child Program, U. S. Office of Education.

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1 6 II. BLACK AMERICAN

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13 17 14

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Fantini, M. D., & Weinstein,G. (1968). The disadvantaged: Challenge to education. New York, NY: Harper and Row.

Freire, P. (1973). Education for critical consciousness. New Ycrk, NY: Seabury Press.

Freire, P. (1972). Cultural action for freedom. London, England: Penguin books.

Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Seabury Press.

Fremon, S., & Wilson, M. (Eds.). (1976). Rural America. New York, NY: H. W. Wilson Company.

Gay, J. E. (1978). A proposed plan for identifyingBlack gifted 8 15"

children. Gifted Child Quarterly, 22(3), 353-360.

Glasser, W. (1969). Schools without failure. New York, NY: Harper and Row.

Good, P., et al. (1967). Poverty in the rural south. Atlanta, GA: Southern Regional Council.

Hansen, N. M. (1970). Rural poverty and the urban crisis. Bloomington, IN: Indiana University Press.

Hanushek, E. A. (1972). Education and race: An analysis of the educational production system. Lexington, MA: Lexington Books.

Humanistic education: Objectives and assrssment. (1978). Washington, DC: Association for Supervision and Curriculum Development.

Increasing the options. (1977). Atlanta, GA: Southern Regional Council.

Johnson, J. (1969). Special education in the inner city: A change for the future or another means for cooling the mark off? Journal of Special Education, 3.

Jones, R., & Wilderson, F. (1976). Mainstreaming and the minority child. Reston, VA: Council for Exceptional Children.

Kaufman, J. J., Farr, G. N., & Shearer, J. C. (1967). The development and utilization of human resources. University Park, PA: The Pennsylvania State University, Institute for Research on Human Resources.

Langer, P. Kalk, J. M., & Seals, D. T. (1984). Age of admission and trends in achievement: A comparison of Blacks and Caucasians. American E3ucational Research Journal, 21, 61-78.

Levy, G. (1970). Ghetto school. Pegasus, NY: Western Publishing Company, Inc.

Lewis, D. (1975). The Black family: Socialization and sex roles. Phylon, 36, 221-237.

Lewis, 0. (1961). The children of Sanchez. New York, NY: Random House.

Love, B. J. (1977). Desegregation in your school: Behavior patterns that get in the way. Phi Delta Kappan, 59, 168- 170. 19 16

McLaughlinWilliams, J. (1977). The implications of mainstreaming for nonwhite children. In Bates, P., West, T., & Schmerl, R. (Eds.), Mainstreaming: Problems, Potentials, and perspectives. Minneapolis, MN: National Support Systems Project.

Mercer, W. A. (1984). Teacher education admission requirements: Alternatives for Black prospective teachersand other minorities. Journal of Teacher Education, 35, 26-29.

Miller, H. L. (1978). Social foundations of education. New York, NY: Holt, Rinehart and Winston.

Moore, W., Jr. (1970). Against the odds. San Francisco, CA: JosseyBass, Inc.

Morgan, D. A. (Ed.). (1970). Educational programs for by passed populations. Minneapolis, MN: College of Education, University of Minnesota.

Passow, A. H. (Ed.). (1968). Developing programs for the educationally disadvantaged. New York, NY: Teachers College Press.

Passow, A. H. (1963). Education in depressed areas. New York, NY: Teachers College Press.

The people left behind. (1967). (A report by the President's National Advisory Commission on Rural Poverty). Washington, DC: U.S. Government Printing Office.

Price, J. (1981). Select issues regarding the educational services for behavioral disordered Blackyouth. Council for children with behavior Disorders. Position paper. New Orleans, LA: Exceptional Black Child.

Ribich, T. I. (1968). Education and poverty. Washington, DC: The Brookings Institution.

Rist, R. (1970). Student social class and teacher expectations: The selffulfilling prophecy in ghetto education. Harvard Educational Review, 40, 411-450.

Rubovits, P., & Maehr, M. (1973). Pygmalion black and white. Journal of Personality and Social Psychology,25, 210-218.

20 r

Stroup, A.L., & Robins, L. N. (1972). Elementary school predictors of high school dropout among black males. Sociology of Education, 45, 212-222.

Torrey, J.W. (1983). Black children's knowledge of standard English. American Educational Research Journal, 20, 627- 643.

21 III. COURT CASES

Arreola vs. Santa Ana Board of Education (OrangeCounty, California), No. 160-577 (1968),

Aspira of New York, Inc. vs. New YorkBoaru of Education, 72 Civ. 402 (S.D.A.Y., Filed September 20, 1972).

Covarrubias vs. San Diego Urified SchoolDistrict (Southern California), No. 70-394-T (San Diego, California,February 1971).

Diana vs. State Board of Education, CivilAction No. C-70 372FP (N.D., Cal., 'January 7, 1970 and June18, 1973).

Guadalupe vs. Temple School District (Filed August1971, U.S. District Court of Arizona).

18 IV. CULTURALLY DIVERSE EXCEPTIONAL CHILDREN

Afro-Am Educational Materials, 910 South Michigan Avenue, Chicago, IL 60695.

Almanza, H. P., & Mosley, W. J. (1980). Curriculum adaptations and modifications for culturally diverse handicapped children. Exceptional Children, 46, 608-614.

Baca, L. (1980). Issues in the education of culturally diverse exceptional children. Exceptional Children, 46, 583.

Baca, L., & Chinn, P. S. (1982). Coming to grips with cultural diversity. Exceptional Children Quarterly, 2(4), 33-45.

Bagley, C. (1976). Behavioral deviance in ethnic minority children: A review of published studies. New Community, 5, 230-237.

Barton, L., & Stephen W. (1983). Race. class and education. London, England: Croom Helm.

Benavides, A. (1984). Planning effective special education for exceptional language minorities. Teaching Exceptional Children, 17, 127-132.

Bennet, C. (1976). Students' race, social class, and academic history as determinants of teacher expectation of student performance. Journal of Black Psychology, 3, 71-86.

Bland, E., Sabatino, D. A., Sedlak, R., & Sternberg,L. (1979). Availability, usability and desirability of instructional materials and media for minority handicapped children. Journal of Special Education, 13, 157-167.

Bogatz, B. E. (1978). With bias toward none. Coordinating Office of Regional Resource Centers, University of Kentucky, Lexington, KY.

Bransford, L. A., Baca, L., & Lane, K. (Eds.). (1973). Cultural diversity and the exceptional child. Reston, VA: Council for Exceptional Children.

Brescia, Bill. A'Una. (1981). Seattle, WA: Daybreak Star Press.

Brown, W. E., Payne, L. T., Lankewich, C., & Cornell,L. (1970). Praise, criticism, and race. Elementary School Journal, 70, 373-377. 19 23 20

Bruck, M. (1978). The suitability of earlyFrench immersion programs for the language disabledchild. The Canadian Modern Language Revi_w,34, 884-887. Bueno Center for Multicultural Education, EducationBuilding, Campus Box 249, University of Colorado, Boulder,CO80309. Burnett, M. (1975). Dance down the rains singop the corn. Pennsylvania: Musik Innovations.

Caballero, J., & Whordley,D. (1983). Children around the world. Atlanta, GA: Humanics, Ltd.

Centra, J., Linn, R.,& Parry, M. (1970). Academic growth in predominantly Negro andpredominantly white colleges. American Education ResearchJournal, 7: 83-89.

Chan, K., & Rueda,R. (1979). Poverty and culture in Separate but equal. education: Exceptional Children, 45,422-428. Chinn, P. (1979). Curriculum development forculturally different exceptional children. Teacher Education and Special Education, 2,49-58. Chinn, P. C. (1979). The exceptional minoritychild: Issues and some answers. Exceptional Children, 45,532-536. Chinn, P. C. (Ed.). (1984). Education of culturally and linguistically different exceptionalchildren. Reston, VA: Council for ExceptionalChildren.

Cole, A., Haas, C.,Heller, E., & Weinberger. (1978). Children are children are children. Boston, MA: Little, Brown, and Company.

Cooper, H., Baron, R., & Lowe, C. (1975). The importance ofrace and social cl;.4s informationin the formation of expectancies ewout academicperformance. Journal of Educational Psychology, 67,312-319.

Cooper, T., & Ratner,M. (1980). Many, friends cooking. York: New Philomel Books/UNICEF. New York, NY: Thomas Y. Crowell/UNICEF.

Cooper, T., & Ratner, M. (1974). Many hands cooking. New York: Philomel Books/UNICEF. New York, NY: Thomas Y. Crowel/UNICEF. Council for Exceptional Children minority policystatement. (1978). Reston, VA: Council for ExceptionalChildren. 24 23.

Council on Interracial Books, Racism/Sexism Resource Center, 1841 Broadway, New York, NY 10023.

Department of Education. Office of Civil Rights. (1984). Fact File: Minority enrollments at more than 3,100 colleges and universities. Chronicle of Higher Education, 28, 13-24.

Dew, N. (1981). Specialized curriculum materials for exceptional bilingual children. Arlington Heights, IL: Illinois Resource Center for Exceptional Bilingual Children.

Diggs, R. (1974). Education across cultures. Exceptional Children, 40, 578-583.

Dissemination and Assessment Center for Bilingual Education. (1971). Information and materials to teach the cultural heritage of the Mexican American child. Texas: Dissemination and Assessment Center for Bilingual Education.

Dye, T. R. (1972). Understanding public policy. Englewood Cliffs, NJ: Prentice-Hall.

Eaves, R. (1975). Teacher race, student race and the behavior problem checklist. Journal of Abnormal Child psychology, 3, 1-9.

EDAC, Lesley College, 49 Washington Avenue, Cambridge, MA 02140. Edelman, M. W., Allen, M., Brown, C., Rosewater, Ann, et al. (1974). Children out of school in America. Cambridge, MA: Children's Defense Fund.

Emmeriing, F. C., & Chavis, K. Z. (1966). Innovations in education: The teacher aide. Educational Leadership, 24(2), 175-183.

Emmerling, F. C., & Chavis, K. Z. (1965). CSIP - What, why and where is it? The comprehensive school improvement project. North Carolina Educational Journal, December.

Erikson, E. H. (1964). Insight and responsibility, New York; NY: Norton.

Fair, G. W., & Sullivan, A. R. (1980). Teacher education for culturally diverse exceptional children. Exceptional Children, 46(8), 634-641.

Fair, G. W., & Sullivan, A. R. (1979). Career opportunities for culturally diverse handicapped youth. Exceptional Children, 46, 626-631. 22

Fairchild, E., & Neal,L. (1975). Common-unity in the community: A forward looking program ofrecreation and leisure services for the handicapped. OR: Insitute of Recreation Research & Leisure. Eugene, OR.

Fantini, M. D., & Weinstein,G. (1968). The disadvantaged: Challenge to education. New York, NY: Hamer and Row.

Farrell, C. S. (1984). Minority seen makingno gain in campus jobs. The Chronicle of Higher Education,28(16), 1.

Foster, H. L. (1974). Ribbin' livin' and playin' thedozens: The unrecognized dilemma ofinner city schools. (2nd ed. in press). Cambridge, MA: Ballinger.

Frasier, M. (1979). Rethinking the issues regardingthe culturally disadvantaged gifted. Exceptional Children, 45, 538-541,

Freire, P. (1973). Education for critical consciousness. New York, NY: Seabury Press. Freire, P. (1972). Cultural action for freedom. London, England: Penguin Books. Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Seabury Press.

Fremon, S., & Wilson, M. (Eds.). (1976). Rural America. New York, NY: H. W. Wilson Company.

Friedman, P. (197g). Comparisons of teacher reinforcement schedules for students withdifferent social class backgrounds. Journal of Educational Psycholqgy,68 286- 292.

Frith, G. H. (1982). Educating immigrant students: The paraprofessional component. Exceptional Children, 48, 506- 507.

Fuchigami, R. Y. (1980). Teacher education for culturally diverse exceptional children. Exceptional Children, 46, 634-641.

Fuchigami, R. Y. (1978). A conversation with RobertFuchigami on exceptional child education. Ompudsman for minority individuals. Exceptional Children, 45,240-243.

Gardener, C., & Quezada-Aragon,M. L. (1984). Undocumented children: An ongoing issue for the publiceducation system. Las Cruces, NM: ERIC/Clearinghouse on Rural Educationand Small Schools. 2 6 23

Glasser, W. (1969). Schools without failure. New York, NY: Harper and Row.

Glimps, B. E. (1985). .Models for working with culturally different groups. Detroit, MI: Educational Consultant Services.

Gonzalez, B. (1974). Language, culture, and exceptional children. Exceptional Children, 40, 565-570.

Gonzalez, B., & Ortiz, L. (1977). Social policy and education related to linguistically and culturally differentgroups. Journal of Learning Disabilities, 10(6), 11-16.

Greenwood, C. R., Preston, D., & Harris, J. (1982). Minority issues in the education of handicapped children (2nd ed.). (1981, 1st ed.) Kansas City, KS: Department of Special Education, University of Kansas Medical Center,

Greenwood, C. R., Preston, D., & Harris, J. (1982). Minority issues in the education of handicapped: Instructors' manual (2nd ed.). (1981, 1st ed.) Kansas City, KS: Department of Special Education, University of Kansas Medical Center.

Hannafin, M. J. (1983). Fruits and fallacies of instructional systems: Effects of an instructional systems approach to the concept of attainment of Anglo and Hispanic students. American Education Research Journal, 20, 237-249.

Hauser, R. M. (1971). Socioeconomic background and educational performance. Washington, DC: American Sociological Association.

Henderson, R. W. (1980). Social and emotional needs of culturally diverse children. Exceptional Children, 46, 598- 605.

Hicks, D. W. (1981). Minorities: A teacher's resource book for the multi-ethnic curriculum. Heinemann.

Hill, D. (1971). Teaching in multiracial schools. New York, NY: Meuthen.

Hilliard, A. B. (1980). Cultural diversity and special education. Exceptional Children, 46, 584-588.

Hillman, S. B., & Davenport, G. (1978). Teacher-student interactions in desegregated schools. Journal of Education Psychology, 70, 545-553.

Humanics, Ltd., PO Box 7447, Atlanta,GA 30309. 2 24

Humphrey, I. (1982). First fruits. Detroit, MI: Affirmative Learning Services.

Hunter, B. (1982). Policy issues in special educationfor migrant students. Exceptional Children, 48, 469-472.

Illich, I. (1971). Deschoolinq society???. New York, NY: Harper and Row.

Illich, I. (1971). Education without schools. In Levine, D. V., & Havingshurst, R. J. (Eds.),Farewell to schools, Worthington, OH: Charles A. Jones.

International Book Center, PO Box 295,Troy, MI 48099.

Japanese American Curriculum Project,414 East Third Avenue, PO Box 367, San Mateo, CA 94401.

Jaramillo, M. (1974). Cultural conflict curriculum and the exceptional child. Exceptional Children, 40, 585-587.

Jones, R. L. (Ed.). (1976). Mainstreaming and the minority child. Reston, VA: Council for Exceptional Children.

Kamiakin Resource Institute, POBox 509, Toppenish, WA 98948.

Katz, D., & Braly, K. W. (1933). Racial stereotypes ofone hundred college students.Journal of Abnormal Social Psychology, 28, 280-290.

Kendall, F. (1983). Diversity in the classroom: A multicultural approach to the educationof young children. New York, NY: Teachers College Press.

Kitwood, R., & Borrill, C. (1980). The significance of schooling for an ethnic minority. Oxford Review of Education, 6, 241-253.

Krashen, S. (Ed.). (1982). Schooling and language minority students: A theoretical framework. Los Angeles, CA: Bilingual Educational Evaluation,Dissemination, and Assessment Center.

Kwok, I. (1976). Chinese cultural resource book. Massachusetts: Evaluation, Dissemination, andAssessment Center for Bilingual Education.

Lantz, A. E. (1984). Effectiveness of strategies toencourage an innovative education program. Education Evaluation and Policy Analysis, 6, 51-61.

2S 25

Latham, J. (1982). Exceptional children or exceptional teachers: An alternative policy for teacher education in a multicultural society. Journal of Further and Higher Education, 6.

Lee, No, & Oldham, L. (1978). Hands-on heritage: An experimental approach to multicultural education. Long Beach, CA: Hands-on Publishers.

Little, A. (1975). Performance of children from ethnic minority backgrounds in primary schools. Oxford Review of Education, 1, 117 135.

McNeill, E., & Allen, J. (1975). Cultural awareness for young children. Dallas, TX: CAYC Learning Tre'e.

Marion, R. L. (1980). Communicating with parents of culturally diverse exceptional children. Exceptional Children, 46, 616-623.

Mathers, S. (1981). Our mother corn. Seattle, WA: Daybreak Star Press.

Mielke, D. N. (1978). meaching mountain children: Towards a foundation of understanding. Boone, NC: Appalachian Consortium Press.

Miller, H. (1973). Race vs. class in teacher expectations. Psychological Reports, 32, 105-106.

Multicultural Resources, PO Box 2945, Stanford, CA 94305.

Nazzaro, J. (Ed.). (1981). Culturally diverse exceptional children in school. Reston, VA: Council for Exceptional Children.

Nichols, M. Se, & O'Neill, P. (1977). Multicultural resources for children. CA: Multicultural Resources.

Nichols, M. S., & O'Neill, P. (1974). Multicultural materials a resource bibliography. CA: Multicultural Resources. Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto, Ontario, CanadaM5S 1V6.

Prakash, A. 0. (1973). Effect of modeling and social reinforcement on the racial preferences of children. Ph.D. Dissertation, University of Montana, Missoula, MT. (ERIC Document Reproduction Service No. ED 086 357.)

Preston, D., Greenwood, C. R., Hughes, V., Yuen, P., et al. (1984). Minority issues in special education: A principal- 29 26

mediated inserviceprogram for teachers. Exceptional Children, 51, 112-121.

Preston, D., Hughes, V., Yuen, P., Critchlow,W., et al. (1982). Minority issues inserviceprogram: Total information package. Kansas City, KS: Department of Special Education, University of Kansas MedicalCenter. Prieto, A., & Zucker, S. (1981). Teacher perception ofrace as a factor in the placementof behaviorally disordered children. Behavioral Disorders, 7,34-37. Pro'ect REACH: Respecting Our Ethnic andCultural Heritage. (Undated). Arlington, WA: Arlington School District. Refugee Materials Center. Bibliography. (1984). Kansas City, MO: U:S. Department of Education. Refugee Materials Center. Supplemental bibliography. (1985). Kansas City, MO: U.S. Department of Education. Reschly, D. J., & Jepson, F. J. (1976). Ethnicity, geographic locale, age, sex, andurban-rural residenceas variables in the prevalence of mildretardation. American Journal of Mental Deficiency, 81, 154-161. Rodriguez, F. (1982). Mainstreaming a multiculturalconcept into special education: Guidelines for teachertrainers. Exceptional Children, 49,220-227.

Rodriguez, R. C. (1979). Effectiveness with bicultural children: Approaches for monoculturalteachers. Contemporary Education, 50,22-28. Rumberger, R. W. (1983). Dropping out of highschool: The influence of race, sex, and family background. American Educational ResearchJournal, 20, 199-220.

Saracho, 0. N., & Spodek,B. (1983). Understanding the multicultural experience inearly childhood education. Washington, DC: National Association ofthe Education for Young Children.

Saunders, M. (1982). Multicultural teaching:,A guide for the classroom. London, England: McGraw-Hill Book Company. Saunders, M. (1980). The school curriculum pupils: for ethnic minority A contribution toa debate. International Review of Education, 26, 31-48. Saunders, M. (1980). Towards a curriculum forethnic minority pupils. New Community, 8, 76-83. 30 27

Saunders, M. (1977). A review of studes of the socio-familial backgrounds and educational facilities of the homes of moderately educably subnormal. Child: Care,_ Health, and Development, 3, 407-423.

Schmidt, V., & McNeill, E. (1978). Cultural awareness: A resource bibliography. Washington, DC: National Association of the Education of Young Children.

Schuman, J. M. (1981). Art from many hands. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Secada, W. G. (1982). The language of instruction for hearing impaired students from non-English speaking homes: A framework for considering alternatives. Arlington Heights, IL: NEC Bilingual Education Service Center.

Simpson, A. W., & Erickson, M. T. (1983). Teacher's verbal and nonverbal communication patternsas a function of teacher race, student gender, and student race. American Educational Research Journal, 20, 183-198.

Society for Visual Education, 1345 Diversey Parkway,Chicago, IL 60614.

Soghikian, J. (1980). Lands, peoples, and communities of the Middle East. MA: Middle East Gateway Series.

Stephen, W. G. (1978). School desegregation: An evaluation of predictions made in Brown v. Board of education. Psychology Bulletin, 85, 217-238.

Temko, F. (1976). Folk crafts for world friendship. New York, NY: Doubleday and Company, Inc.

Temko, F. (1974). Paper folded, cut, sculpted. New York, NY: Collier Books.

Tomlinson, S. (1980). The educational performance of ethnic minority children. New Community, 8, 213-234.

Torrence, E. P. (1977). Discovery and nue:urance of giftedness in the culturally different. Reston, VA: Council for Exceptional Children.

Turner, R. R. (1978). Locus of control, academic achievement, and follow through in Appalachia. Contemporary Educational Psychology, 3, 367-375.

Turtle Grandmother Books, PO Box 33964, Detroit,MI 48232. 31 U.S. Committee for UNICEF,331 East 38th St., 10016. New York, NY

Verma, G. K., & Bagley, C. (1982). Self-esteem, achiev.ment and multicultural education. London, England: MacMillan. Weitz, S. (1972). Attitude, voice, andbehavior: A repressed affect model of interracialinteraction. Journal of Personality and SocialPsychology, 24, 14-21. Willey, R. (1974). Teacher training fora multicultural society in the U.K. International Review of 335-345. Education, 21,

Wiseman, A. (1974). Making things,a hand book of creative discovery- Book 2. Boston, MA: Little, Brown andCompany. Wiseman, A. (1967). Making things,a hand book of creative discovery. Boston, MA: Little, Brown and Company. Word, C., Zanna, M., & Cooper, J. (1974). The nonverbal mediation of self-fulfillingprophecies in interracial interactions. Journal of Experimental 10, 109-120. Social Psychology,

X-CED, Cross-Cultural Education DevelopmentProgram, College of Human and Rural Development,University of Alaska, Fairbanks, AK 99701.

Zimmerman, B. J., & Brody,G. H. (1975). Race and modeling influence on interpersonal play patterns for boys. Journal of Educational Psychology,67, 591-598.

32 V. HAWAIIAN

Au, K. (1980). Participation structures ina reading lesson with Hawaiian children: Analysis of a culturally appropriate instruction event. Anthropology and Education Quarterly, 11, 91-115. VI. HISPANIC

Abad, V. (1974). A model for the delivery ofmental health services to Spanish-speakingminorities. American Journal of Orthopsychiatry, 44(4),584-585. Aragon, J. (1973) Language and culture: Spanish-speaking component. Paper presented at the Conferencefor Exceptional Children, LasVegas, NV, August 1973.

Arciniega, M., Causaus,L., & Castillo, M. (1978). Parenting models and Mexican-Americans: A process analysis. San Diego, CA: California School FinanceReform Project, San Diego State University.

Arciniega, T. A. (1978). Sociocultural imperatives in the education of young handicappedchildren of Spanish-speaking background. In P. Trohanis (Ed.), Earlyeducation in Spanish-speaking communities,New York, NY: Walker and Company.

Argulewicz, E. N., & Abel,R. R. (1984). Internal evidence of bias in the PPVT-R forAnglo-American and Mexican-American children. Journal of School Psychology,22, 299-303.

Avellar, J., & Kagan, S. (1976). Development of competitive behaviors in Anglo-Americanand Mexican-American children. Psychological Reports, 39(1),191-198. Ayala-Vasquez, N. (1978) Bilingual special education: Ahora. In H.A. LaFontaine, B. Persky,& L. H. Golubchick, (Eds.), Bilingual education. Wayne, NJ: Avery Publishing Co. Benavides, A. (1980). The exceptional Hispanic: Nobody's stepchild. The education of Hispanics. Washington, DC: Office of Planning, Budget,and Evaluation, U.S. of Education. Department

Brown, G., Rose, N., Hill,S., & Olivas, M. (198-0). The condition of education forHispanic Americans. Washington, DC: National Center A.or EducationStatistics. Brown, R. L., Fournier, J. F., & Moyer, R. H. (1977). A cross- cultural study of Piagetianconcrete reasoning and science concepts among rural 5th gradeMexican and Anglo-American students. Journal of Research inScience Teaching, 14, 329- 334.

Buriel, R. (1978). Relationship of three field-dependence

30 34 31

measures to the reading and math achievement of Anglo- American and Mexican-American children. Journal of Educational Psychology, 70(2), 167-174.

Buriel, R. (1975). Cognitive styles among three generations of Mexican American children.Journal of Cross-Cultural Psychology, 6(4), 417-429.

Casas, J. M. (1977). Applicability of a behavioral model in serving the mental health needs of the MexicanAmerican. In Mano Mano, Houston, TX: Chicano Training Center.

Castaneda, A. (1976). Cultural democracy and the educational needs of Mexican-American children. In R. L. Jones, (Ed.), Mainstreaming and the minority child. Washington, DC: Exceptional Child Program, U. S. Office of Education.

Cohen, R. (1972). Principles of preventive mental health programs for ethnic minority populations: The acculturation of Puerto Ricans to the United States. American Journal of Psychiatry, 128, 1529-1533

DeAvila, E. A., & Pulos, S. (1977). The p....rformance of Mexican- American and Anglo children on pictoriallypresented Piagetian tasks. Paper presented at the Seventh Annual International Interdisciplinary Conferenceon Piagetian Theory and Its Implications for the Helping Professions, University of Southern California, Los Angeles, CA. January 1977.

de Burciaga, C. P., Cosca, C. P., Jackson,G. B., Uranga, S. N., & Watson, T. R. (1974). Toward quality education for Mexican-Americans. Mexican-American Education Study, Report VI. Washington, DC: U. S. Commission on Civil Rights. (ERIC Document Reproduction Service No.ED 086 407).

Deignan, M., & Ryan, K. (1979). Annotated bibliography of bilingual teaching materials applicable to the special learning needs of Spanish-dominant specialeducation pupils. Portsmouth, NH: New England Teacher Corps Network.

Garth, T. R., & Johnson, H. D. (1934). The intelligence and achievement of Mexican children in the UnitedStates. Journal of Abnormal and Social Psychology, 29,222-229.

Grossman, H. (1984). Educating Hispanic Students. Springfield, IL: Charles C. Thomas.

Hernandez, L. F. (1969). A forgotten American: A resource unit for teachers of the Mexican-American. New York, NY: Anti-Defamation League of B'nai B'rith. (ERIC Document Reproduction Service No. ED 041 980 ) 3 5 32

Hispanics: Challenges and opportunities. (1984). New York, NY: The Ford Foundation.

Kagan, S., & Madsen, M. C. (1971), Cooperation and competition of Mexican, Mexican-American,and Anglo-American children of two ages under foyr instuctionalsets. Developmental Psychology, 5(1), 32-39.

Kagan, S., & Zahn, G. L. (1975). Field dependence and the school achievementgap between Anglo-American and Mexican- American children. Journal of Educational Psychology, 67(5), 643-650.

Kagan, S., Zahn, G. L., & Gealy,J. (19/7). Competition and school achievementamong Anglo-American and Mexican-American children. Journal of Educational Psychology,69(4), 432- 441.

Laosa, L. M. (1977). Maternal teaching strategies inMexican American families: Socioeconomic factors affectingintra- group variability in how mothers teachtheir children. Paper presented at the Annual Meetingof the American Research Association, New York,New York. April, 1977. Laosa, L. M. (1973). Reform in educational and psychological assessment. Journal of the Association ofMexican-American Educators, 1(1).

Luetke-Stahlman, B., & Weiner, F.F. (1982). Assessing language and/or system preference ofSpanish-deaf preschoolers. American Annals of the Deaf,127, 789-796.

McClintock, C. G. (1974). Development of social motives in Anglo-American and Mexican-Americanchildren. Journal of Personality and Social Psychology,29(3), 348-354.

McClure, E., & Wentz, J. (1978). Chicano children's code- switching: An overview. In H. A. LaFontaine, B. Persky,& L. Golubchick (Eds.), Bilingualeducation. Wayne, NJ: Avery Publishing Co.

Morris, J. (1977). What tests do schoolsuse with Spanish- speaking students? Integrated Education, 15, 21-37.

National Commissionon Secondary Schooling for Hispanics. (1984). Make something happen. Washington, DC: Hispanic Policy Development Project.

Orum, L. S. (1982). The educational status of children. Hispanic Americn Washington, DC: The National Council ofLa Raza. 36 1

Plata, M. (1979). Preparing teachers for the Mexican-American handicapped: The challenge and the charge. Teacher Education and Special Education, 2, 21-26.

Rodriquez, R. F. (1982). The Mexican-American child in special education. Las Cruces, NM: ERIC/Clearinghouse on Rural Education and Small Schools.

Sanders, M., Scholz, J. P., & Ragan, S. (1976). Three social motives and field independence-dependence in Anglo-American and Mexican-American children. Journal of Cross-Cultural psychology, 7(4), 450-462.

Schon, I. (1983). Dona Blanca and other Hispanic nursery rhymes and games. Minneapolis, MN: T. S. Denison and Company.

Sierra, V: (1973). Learning styles of the Mexican-American. Paper presented at the Conference on Exceptional Children, Las Vegas, NV. August, 1973.

Un nuevo dia en la educacion. (A new day in education). (1978). Denver, CO: Chicano Education Project.

Young, T. W. (198-0). The relationship of certain teacher characteristics and the achievement of secondary Spanish surname students. American Secondary Education, 9, 60-64.

37 IIIMOOMEMINEML.,--MMEN

VII. MIGRANT EXCEPTIONAL STUDENTS

Barresi, J. G. (1982). Educating handicapped migrants: Issues and options. Exceptional Children, 48, 473-488. Bennett, F. (1967). The conditions of farm workersand small farmers in 1967. New York, NY: National Sharecroppers Fund.

Coles, R. (1970). Uprooted children: The early life of miarant farm workers. New York, NY: Perennial Library.

Fromboluti, C. S. (1979). Title I elementary andsecondary education act: Ouestions and answers. HEW publication # (OE) 79-01043. Washington, DC: U.S. Department of Health, Education, and Welfare, Officeof Education.

Ganzalez, R. (1982). Migrant parents' rightsand responsibilities. Las Cruces, NM: ERIC/Clearinghouseon Rural Education and SmallSchools.

Johnson, F., Levy, B.,Morales, J., Morse, S. M.,& Prokop, M. (1986). Migrant students at thesecondary level: Issues and opportunities for change. Las Cruces, NM: ERIC/Clearinghouse on RuralEducation and Small Schools.

Levine, A., Cary, E.,& Divoky, D. (1973). The rights of students. The basic ACLU guide,to a student's rights. An American Civil LibertiesUnion Handbook. New York, NY: Sunrise Books, Inc., E.P. Dutton and Co., Inc. Lopez, F. (1968). Regional program for migranteducation. Childhood Education, September,45,(1), 22-27. Migrant Educators' National Training Out Reach (MENTOR),Potsdam College, Potsdam, NY 13676. Perry, J. (1982). The ECS interstate migranteducation project. Exceptional Children, 48,496-500.

Privacy rights of parents andstudents. Final rule on education records. (1976). Federal Register 41(118) 24661-24675 (Thursday, June 17, 1976).

Pyecha, J. M., & Ward,L. A. (1982). A study of the implementation of PublicLaw 94-142 for handicappedmigrant children. Exceptional Children, 48,490-495.

Reedback, R. T. (1981). Questions about FERPA: The family 34 3 8 35

educational rights and privacy act (The Buckley amendment). Albuquerque, NM: Indian Education Training, Inc.IC Document Reproduction Service No. ED 204 076.)

Rios, B. R. D. (1984). Migrant education: A quick look at ERIC. Las Cruces, NM: ERIC/Clearinghouse on Rural Education and Small Schools.

Serrano, V. Z. (1982). Migrant handicapped children: A second look at their special education needs. Denver, CO: Education Commission of the States.

Title I ESEA: How it works. A guide for parents and parent advisory councils. (1978). Washington, DC: Office of Education, Department of Health, Education, and Welfare. (ERIC Document Reproduction Service No. ED 160-709.)

Title IL ESEA: Working with schools: A parent's handbook. (1980). Washington, DC: Bureau of School Systems, Division of Education for the Disadvantaged, Office of Education, Department of Health, Education, and Welfare. (ERIC Document Reproduction Service No. ED 195 358.)

39 VIII. NATIVE AMERICAN

Bernstein, B., & Blair, L. (1982). Native American crafts workshop. Belmont, CA: D.S. Lakes Publishers.

Browne, D. B. (1984). WISC-R scoring patternsamong native Americans of the northern plains. White Cloud .Thurnal cf American Indian/Alaska NativeMental Health, 3, 3-16.

Daybreak Star Press, UnitedIndians of All Tribes, POBox 99253, Seattle, WA 98199.

Gates, F. (1982). North American Indian masks: Craft and legend. New York, NY: Walker and Company.

Grobsmith, E. S. (1976). Lakota bilingualism: A comparative study of language use in twocommunities on the Rosebud Sioux reservation. Unpublished doctoral dissertation. University of Arizona.

McShane, D. (1980). A review of scores of AmericanIndian children on the WechslerIntelligence Scales. White Cloud Journal, 1, 3-10.

Naglieri, J. A., & Yazzie,C. (1983). Comparison of the WISC-R and PPVT-R with Navajo children. Journal of Clinical Psychology, 39, 598-600.

National Advisory Councilon Indian Education. (1976). Indian Education: The right to be Indian (3rdAnnual report to Congress). Washington, DC: U.S. Government Printing Office.

Nurge, E. (1970). The modern Sioux: Social systems and reservation culture. Lincoln, NE: University of Nebraska.

Office for Civil Rights. (1968). Policies on elementary and secondary school compliance withTitle VI of the Civil Rights Act of 1964 (D /HEW Pub. No.(OCR) 73-10]. Washington, DC: U. S. Department of Health,Education, and Welfare.

Ramirez, B. A., & Tippeconnic,J. W. (1979). Preparing teachers of American Indian handicappedchildren. Teacher Education and Special Education, 2,27-32.

Ramirez, B. A., Page, M.,& Hockenberry, C. (1979). Special education programs for AmericanIndian exceptional children

36 40 37

and youth: A policy analysis guide. Reston, VA: Council for Exceptional Children.

Tonemah, S., & Benally, E. R. (1984). Trends in American Indian education: A synthesis and bibliography of selected ERIC resources. Tempe, AZ: Center for Indian Education, Arizona State University, and ERIC/Clearinghouse for Rural Education and Small Schools. IV. NONDISCRIMINATORY EVALUATION

Argulewicz, E. N., & Abel,R. R. (1984). Internal evidence of bias in the PPVT-R forAnglo-American and Mexican-American children. Journal of School Psychology,22, 299-303.

Bailey, D. B., & Harbin,G. L. (1980). Nondisciminatory evaluation. Exceptional Children, 46,590-596. Berger, S. I. (1968). Development of appropriateevaluation techniques for screening children in a Head Startprogram: A pilot project. ERIC Document Reproduction nicong. Service, No. ED

Bing, J. R., & Bing,S. B. (1984). Alternate-form reliability of the PPVT-R for blackhead start preschoolers. Psychological Reports, 54,235-238.

Bracken, B. A., & McCallum,R. S. (1981). Comparison of the PPVT and PPVT-R for whiteand black preschool malesand females. Educational and PsychologicalResearch, 1, 79-85.

Bracken, B. A., & Prasse,D. P. (1981). Comparison of the PPVT, PPVT-R, and intelligence tests used for theplacement of Black, White, and HispanicEMR students. Journal of School Psychology, 19, 304 -311. Browne, D. B. (1984). WISC-R scoring patternsamong Native Americans of the Northernplains. White Cloud Journal of American Indian/AlaskaNative Mental Health,3, 3-16. Brady, P. M., Manni, J. L., & Winikur, D. W. (1983). A three- tiered model for theassessment of culturally and linguistically differentchildren. Psychology in the Schools, 20, 52-58.

Coulopoulos, D., & DeGeorge,G. (1982). Current methods and Practices of school psychologistsin the assessment of linguistic minority children. Boston, MA: Massachusetts Department of Education, Division of SpecialEducation. DeAvila, E. A., &Havassy, B. (1974). The testing of minority children -- A neo-Piagetiar_ approach. Today's Education, 63, 72-75.

DeAvila, E. A., &Havassy, B. (1974). I.O. tests and minority children. Austin, TX: Dissemination Center forBilingual Bicultural Education. 42 38 39

Deutsch, M., Fishman, J. A., Kogan, L., North, R.,& Whiteman, M. (1964). Guidelines for testing minority group children. Journal of Social Issues, 20(No. 2).

Feuerstein, R., Rand, Y., & Hoffman, M. B. (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments. and techniques. Baltimore, MD: University Park Press.

Jensen, M., & Rosenfeld, L. B. (1974). Influence of mode of presentation, ethnicity, and social classon teachers' evaluations of students. Journal of Education Psychology, 66, 540-547.

Maheady, L., Towne, T., Algozzine, B., J., & Ysseldyke, J. (1983). Minority overrepresentation: A case for alternative practices prior to referral. Learning Disabilities Quarterly, 6, 448-456.

Mandel, R., & McLeod, P. (1971). A longitudinal investigation of the stability of IQs on the Peabody Picture Vocabulary Test with high and low socioeconomic subjects. Exceptional Children, 37, 300-301.

McCallum, R. S., & Bracken, B. A. (1981). Alternate form reliability of the PPVT-R for white and black preschool children. Psychology in the Schools, 18, 422-425.

McShane, D. (1980). A review of scores of American Indian children on the Wechsler Intelligence Scales.White Cloud Journal, 1, 3-10.

Mercer, J. R. (1972). I.Q.: The lethal label. Psychology Today, 6, 44-47, 95-97.

Middleton, L. (1982). Colleges urged to alter tests, grading for benefit of minority group students. Chronicle of Higher Education, 23(21), 1-10.

Mowder, B. (1979). Assessing the bilingual handicapped student. Psychology in the Schools, 16, 45-50.

Musselwhite, C. R. (1983). Pluralistic assessment in speech- language pathology: Use of dual norms in the placement process. Lanquage, Speech, and Hearing Services in Schools, 14, 29-37.

Naglieri, J. A., & Yazzie, C. (1983). Comparison of the WISC-R and PPVT-R with Navajo children. Journal of Clinical Psychology, 39, 598-600.

National Advisory Council on Indian Education. (1976). Indian 4 40

Education: The right to be Indian (3rdAnnual report to Congress). Washington, DC: U.S. Government Printing Office.

Nurge, E. (1970). The modern Sioux: Social systems and reservation culture. Lincoln, NE: University of Nebraska.

Nuttal, E. V. (1979). Test reviews: System of multipluralistic assessment. Journal of Educational Measurement,16, 285- 290.

Office for Civil Rights. (19F8). Policies on elementary and secondary school compliance with TitleVI of the Civil Rights Act of 1964 (D /HEW Pub. No. (OCR) 73-10]. Washington, DC: U. S. Department of Health, Education,and Welfare.

Oakland, T. (Ed.). (1977). Psychological and educational assessment of minority children. New York, NY: Brunner /hazel.

Olmedo, E. L. (1981). Testing linguistic minorities. American 1 Psychologist, 36, 1078-1085. 1

Sue, S. (1983). Ethnic minority issues in psychology: A re- examination. American Psychologist, 38, 583-592.

Tucker, J. A. (1980). Ethnic proportions in classes for the learning disabled: Issues in nonbiased assessment. The Journal of Special Education, 14,93-105.

Tucker, J. A. (1980). Nineteen steps for assuring nonbiased placement of students in specialeducation. Reston, VA: Council for Exceptional Children.

Vaughn-Cooke, F. B. (1983, September). Improving language assessment in minority children. American Speech and Hearing Association, 25, 29-34.