Preventing Inappropriate Referrals of Language Minority Students to Special Education
Preventing Inappropriate Referrals of Language Minority Students to Special Education
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防止语言少数群体学生被不当转介接受特殊教育
DOI：
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发表时间：
1988
期刊：
影响因子：
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通讯作者：
Alba A. Ortiz
中科院分区：
文献类型：
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作者：
Shernaz B. García;Alba A. Ortiz
学生经历学业失败的原因可以分为三大类（改编自Adelman，1970）。第一种类型的学习问题（I型）发生在学生在课堂环境中，不适应他们的个体差异或学习风格。例如，英语能力有限的学生需要母语或英语作为第二语言（ESL）的教学，但他们只接受英语教学，没有任何课程调整，可以预期会遇到学习困难。其他儿童有成就困难（第二类），但必须在正规课堂上服务，因为他们的问题不能归因于障碍条件。例如，由于过度缺席而没有学会阅读的第二类学生可以在个性化教学或提供补救计划时克服这些缺陷。另一方面，第三类儿童有严重的障碍，干扰教学过程。由于他们是残疾人，这些学生需要特殊的教育指导，使他们能够成功地融入正规课堂，并确保他们发挥最大的潜力。
The reasons that students experience academic failure can be organized into three broad categories (adapted from Adelman, 1970). The first type of learning problem (Type I) occurs when students are in classroom environments which do not accommodate their individual differences or learning styles. For example, limitedEnglish-proficient (LEP) students who need native language or English-as-a-second-language (ESL) instruction, but who are taught solely in English without any adaptation of the curricula, can be expected to experience academic difficulties. Other children have achievement difficulties (Type II), but must be served in the regular classroom because their problems cannot be attributed to handicapping conditions. A Type II student who has not learned to read due to excessive absences, for instance, can overcome these deficits when instruction is individualized, or when remediation programs are provided. Type III children, on the other hand, have major disorders which interfere with the teaching-learning process. Because they are handicapped, these students require special education instruction to prepare them to be successfully mainstreamed into regular classrooms and to assure that they achieve their maximum potential.