Educating Culturally and Linguistically Diverse Exceptional Learners: The Need for Continued Advocacy
John J. Hoover & Laurie U. deBettencourt
Recent political, fiscal, and educational equity challenges require a renewed emphasis in our efforts to advocate for increased culturally and linguistically responsive education, making certain to further advance the accomplishments of the past four decades. The education of diverse exceptional learners is well established within the fields of special education and culturally and linguistically diverse education. However, drawing on several contemporary features that currently shape education in today’s schools, the authors examine the need for continued special education advocacy to ensure appropriate referral, assessment, and instruction of all culturally and linguistically diverse exceptional (CLDE) learners within the changing pre-K-postsecondary teaching and learning environments. Implications and recommendations for educator preparation at the pre and inservice levels are provided to guide the future development of teachers of CLDE learners.
Educating Culturally and Linguistically Diverse Exceptional Learners: The Need for Continued Advocacy. (2017). Exceptionality. Retrieved from http://www.tandfonline.com/doi/full/10.1080/09362835.2017.1299530