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Start Over Author "de Valenzuela, J. S." Topic special education
4 results on '"de Valenzuela, J. S."'

1. Reconstructing the Bilingual Special Education Interface. NCBE Program Information Guide Series No. 20.

Author

National Clearinghouse for Bilingual Education, Washington, DC., Baca, Leonard, and de Valenzuela, J. S.

Abstract

The need to restructure the relationship between bilingual education and special education is examined. Common criticisms of special education and changing assumptions underlying it are outlined. Models that have been proposed to explain minority failure in school as something other than inherent disability are analyzed; these models focus on social and cultural factors influencing education. Directions for changing the process of special education to meet the needs of culturally and linguistically diverse students are offered in the areas of assessment and intervention. Three primary goals for the restructuring of bilingual special education are identified: (1) inclusion (conforming the classroom to the needs of all students); (2) increased academic performance; and (3) a shift from the remedial approach to a diagnostic teaching paradigm, with teachers actively involved in assessment and curricular adaptation. Four successful program models are described briefly. It is argued that new assumptions about special education must be adopted for more useful and equitable bilingual education, and five new assumptions are presented. Recommendations are made for personnel preparation, curricular modification, and role changes for mainstream teachers, special educators, parents, and students. Contains a 38-item bibliography. (MSE)

Published
1994

2. The Theoretical Foundations of Professional Development in Special Education: Is Sociocultural Theory Enough?

Author

De Valenzuela, J. S., Connery, M. Cathrene, and Musanti, Sandra I.

Abstract

This article reviews sociocultural, multicultural, and critical pedagogical theories and suggests that an adequate and sufficient theoretical framework for professional development in special education must explicitly and directly address issues of power, discrimination, and relative status that underlie dilemmas of practice. It offers vignettes of such dilemmas, with reference to the 1998 Council for Exceptional Children's professional standards. (Contains extensive references.) (Author/DB)

Published
2000

3. Reimagining Language Proficiency Assessment for English Learners with Significant Cognitive Disabilities.

Author

Shenoy, Sunaina, de Valenzuela, J. S., and Pacheco, Rosalía

Subjects
*COGNITION disorders, *SPECIAL education, *ENGLISH language, *LANGUAGE & languages, *COMMUNICATION, *EDUCATIONAL attainment
Abstract

Language proficiency assessment (LPA) serves as a gatekeeper to accessing language services for English learners (ELs) with and without disabilities. Moreover, research suggests that EL services are often deemphasized compared with special education services for students with significant cognitive disabilities (SCDs). We highlight the intersectional nature of educational inequities faced by ELs with SCDs by briefly examining the implications of current legal requirements and offering a critique of LPAs, particularly those designed for students with SCDs. The difficulty of identifying the relative contributions of both limited English proficiency and disability to perceived deficits in English language proficiency is especially salient for students with SCDs, as their communication challenges may be misunderstood as primarily stemming from their underlying disability. This issue raises concerns about how English language proficiency should be understood for ELs with SCDs. A failure to understand this in turn may lead to inaccurate results in diagnostic testing, in addition to inequitable access to appropriate EL services. Finally, a case is made for alternative processes that could increase access to appropriate educational programs and foster increased educational equity. [ABSTRACT FROM AUTHOR]

Published
2022
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4. Examining Educational Equity: Revisiting the Disproportionate Representation of Minority Students in Special Education.

Author

de Valenzuela, J. S., Copeland, Susan R., Huaqing Qi, Cathy, and Park, Miwha

Subjects
*EDUCATION research, *EDUCATIONAL equalization, *MINORITY students, *EDUCATION of minorities, *EDUCATIONAL objectives, *GROUP identity, *LANGUAGE & education, *ANTHROPOLOGICAL linguistics, *SPECIAL education
Abstract

Continued concerns about educational equity for minority students require looking beyond analysis of enrollment in primary disability categories to additional issues of educational opportunity for students receiving special education services. This study examined the relationship between student ethnicity and language proficiency status with (a) number and type of disability labels, (b) access to the least restrictive environment, and (c) ancillary services using data from a large southwestern school district. Data quality was also examined as part of this study. The results suggest that minority students and English language learners were disproportionately enrolled in special education and placed in more segregated settings. A trend toward increased disability labels for minority students was also identified. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Published
2006
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