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 88NOTE 44p.

PUB TYPE Reference Materials - Bibliographies (131)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS American Indians; *Bilingual Education; Blacks;

*Educational Diagnosis; Elementary SecondaryEducation; *Exceptional Persons; Hispanic Americans;Migrants; *Minority Groups; *Multicultural Education;Preschool Education; Rural Education; *SpecialEducation

IDENTIFIERS Native Americans; Nondiscriminatory Assessment

ABSTRACTThis bibliography of cross-cultural materials

contains 437 bibliographic citations of journal articles, books,government reports, court cases, and bibliographies of interest torural special educators. Major topical areas are bilingualexceptional children (136 items) and culturally diverse exceptionalchildren (135 items). Other topics include Black Americans, courtcases, Hawaiians, Hispanics, migrant exceptional students, NativeAmericans, and nondiscriminatory evaluation. (SV)

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* Reproductions supplied by EDRS are the best that can be made* from the original document.***********************************,:***********************************

CatrN

wACRES Cross-Cultural Bibliography

for Rural Special Educators

Prepared by

Dr. Linda ReetzACRES Cross-Cultural Task Force Leader

University of South Dakota

and

Mary CornyGraduate Student in Special Education

University of South Dakota

Ort. rgahn ru 1 ORR

American Council on Rural Special Education (ACRES)Miller Hall 359

Western Washington UniversityBeilingham, WA 98225

Cover Illustralion: Jackie Souck, 7th GradeVermillion Middle SchoolVermillion, South Dakota

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

acA.-0

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

/This document has been reproduced asreceived born the person Of organizationorioinafing IL

C Mawr changes have bean made to improvereproduction quality

Points of view or oPiniOnsstatedmihisdocsment do not necessarily represent officialOE RI position or policy

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ACKNOWLEDGEMENTS

The editors would like to acknowledge the followingbibliograplies for numerous citations included in this document.

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

Educating the Exceptional Bilingual Student, William PattersonCollege 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 FajardoRodriguez, ERIC/CRESS; 1982.

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

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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 ofminority exceptional children. Focus on ExceptionalChildren, 9(8), 1-16.

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

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

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

Anderson, J. G., & Johnson, W. H. (1968). Socioculturaldeterminants of achievement among Mexican-American students.Las Cruces, NM: ERIC/Clearinghouse on Rural Education andSmall Schools. (ERIC Document Reproduction Service No. ED017 394.)

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

Baca, L. (1980). Policy options for insuring the delivery of anappropriate education to handicapped children who are oflimited English proficiency. Reston, VA: Council forExceptional Children.

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

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

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

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

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

Bay Area Bilingual Education League (BABEL). (1972). Bilingualtesting and assessment. Washington, DC: U. S. GovernmentPrinting Office. (ERIC Document Reproduction Service No. ED065 225.)

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

Benin, B. (1980). Special education needs in bilingualprograms. Rosslyn, VA: Inter-American ResourceAssociation, Inc., National Clearinghouse for BilingualEducation.

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

Bernal, E. M., Jr. (1974). Gifted Mexican-American children:An ethnico-scientific perspective. Paper presented to theAmerican Educational Research Association, Chicago, April1974. (ERIC Document Reproduction Service No. ED 091 411.)

Bernal, E. M., Jr. (1972). Assessing assessment instruments: AChicano perspective. Paper prepared for the RegionalTraining Program to Serve the Bilingual/BiculturalExceptional Child, The University of Texas, Austin,February, 1972.

Bernal, E. M., Jr., & DeAvila, E. A. (1976). Assessing giftedand average children with the Cartoon Conservation Scales.Paper presented at the Annual InternationalBilingual/Bicultural Conference, San Antonio, TX.

Bernal, E. M., Jr., & Reyna, J. (1975). Analysis andidentification of giftedness in Mexican-American children:A pilot study. In B. 0. Boston, (Ed.), A resource manual ofinformation on educating the gifted and talented. Reston,VA: ERIC/Clearinghouse on handicapped and Gifted Children,and Council for Exceptional Children. (ERIC DocumentReproduction Service No. ED 117 885.)

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

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

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

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

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

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

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

Carpenter, L. (1983). Communication disorders in limited- andnon-English proficient children. Los Alamitos, AZ: NationalCenter for Bilingual Research.

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

Carrasquillo, A. (1977). New directions for special educationthrough a bilingual bicultural approach. Paper presented atthe Council for Exceptional Children 55th AnnualInternational Convention, Atlanta, GA, April 15, 1977 (ERICDocument Reproducticn Service No. ED 139 173).

Castillo, M. S., & Cruz, J., Jr. (1974) Specia] competenciesfor 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 oflanguage structure and functions. Paper presented at aconference on the Development of Competence in EarlyChildhood, sponsored by the Developmental Science Trust,London, England, January 1972. (ERIC Document ReproductionService No. ED 063 831.)

Clark, K. B., & Plotkin, L. A. (1972). A review of the issuesand literature of cultural deprivation theory. In K. B.Clark, (Ed.), The educationally deprived: The potential forchange. New York, NY: Metropolitan Applied ResearchCenter.

Cooper, J. 0., & Edgar, D. (1978). Parenting" Strategies andeducational methods. Columbus, OH: Charles E. MerrillCompany.

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Cummins, J. (1985). Bilingualism and special education: Issuesin assessment and pedagogy. San Diego, CA: College-HillPress, Inc.

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

Cummins, J. (1981). Four misconceptions about languageproficiency in bilingual education. NABE: Journal of theNational Association for Bilingual Education, 5, 31-45.

Cummins, J. (1980). The entry and exit fallacy in bilingualeducation. NABE: Journal of the National Association forBilingual Education, 4, 25-29.

Cummins, J. (1978). Bilingualism and the development ofmetalinguistic awareness. Journal of Cross-CulturalPsychology, 9, 131-149.

Cummins, J. (1976). The influence of bilingualism on cognitivegrowth: A synthesis, of research findings and explanatoryhypothesis. Working Papers on Bilingualism, 9, 1-43.

Cummins, J., & Gulutsan, M. (1974). Bilingual education andcognition. The Alberta Journal of Educational Research, 20,259-269.

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

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

DeAvila, E. A. (1972). Multilingual assessment. Proceedings ofthe National Conference on Bilingual Education,Dissemination Center for Bilingual/Bicultural Education,Austin, TX. April 1972.

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

Donofrio, R. M. (1972). Situations and language: Asociolinguistic investigation. Unpublished doctoraldissertation, University of New Mexico, Albuquerque, NM.

Bilingualism and cognition: Some recent findings. NABE: Journalof the National Association for Bilingual Education, 4, 15-5500.

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

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

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

Feldman, C., & Shen, M. (1971). Some language related cognitiveadvantages of bilingual five-year olds. Journal of GeneticPsychology, 118, 235-244.

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

Feshback, N. D. (1973). Cross-cultural studies of teachingstyles 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 andhigher education: A review and discussion of the research.Princeton, NJ: Educational Testing Service. (ERIC DocumentReproduction Service No. ED 063 324.)

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

Gallagher, J. J., & Kinney, L. (Eds.). (1974). Talenteddelayed - talent denied: The culturally different giftedchild. A conference report. Reston, VA: Council forExceptional Children.

Genishi, C. (1978). Language use in a kindergarten program formaintenance 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 multiculturalexceptional child. In H. J. Prehm, & P. T. Cegelka (Eds.),Teacher education and special education: CLItural pluralismand 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 "bilingualdevelopmentally disabled population:" Issues and case

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studies. NABE: Journal for the National Association forBilingual Education, 6.

Griffiths, A. (1971). Tests as a form of rejection of minoritygroup children. Paper presented at the Canadian Guidanceand Counseling Association Convention, Toronto, Canada.(ERIC Document Reproduction Service No. ED 055 289.).

Grill, J. J., & Bartel, N. R. (1977). Language bias in tests:ITPA Grammatic Closure. Journal of Learning Disabilities,10(4), 229-235.

Gumperz, J. J. (1974). The semantics of code-switching inconversation. Berkeley, CA: University of CaliforniaPress.

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

Ianco-Worrall, A. (1972). Bilingualism and cognitivedevelopment. Child Development, 43, 1390-1400.

Information capsule for parents. Rosslyn, VA: NationalClearinghose for Bilingual Education.

Jaramillo, M. L. (1974). Cultural conflict curriculum and theexceptional child. Exceptional Children, 40(8), 585-587.Jaramillo, M. L. (1972). Cultural differences revealed throughlanguage. NCRIEEO Tipsheet, Number 8. New York, NY:National Center for Research and Information on EqualEducational Opportunity, Columbia University. (ERICDocument Reproduction Service No. ED 066 522.)

Jensen, J. V. (1972). Effects of childhood bilingualism.Elementary English, 39, 132-143.

Jones, R. L. (1972). Labels and stigma in special education.Exceptional Children, 38(7), 553-564.

Katz, I. (1968). Academic motivation and equal educationopportunity. Harvard Educational Review, 38(1), 57-65.Keogh, B. (1973). Perceptual and cognitive styles:Implications for special education. In L. Mann, & D.Sabatino (Eds.), The first review of special education.Philadelphia, PA: Journal of Special Education Press.Klassen, F. H., & Gollnick, D. M. (Eds.). (1977). Pluralism

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and the American teacher: Issues and case studies.Washington: DC: American Association of Colleges forTeacher 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 childrensimultaneously learning to read and write in English andChinese. Journal of Special Education, 6(1), 9-21.

Kroth, R. L. (1975). Communicating with parents of exceptionalchildren: 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 Languageand Linguistics 1969: Linguistics and the teaching ofstandard English to speakers of other languages or dialects.Washington, DC: Georgetown University Press.

Landurand, P. (1982) Training faculty in bilingual specialeducation. --: Regis College Multicultural Institute forChange.

Lesser, S. D. (1975). Improved bilingual instruction andservices in special school. Brooklyn, NY: New York CityBoard of Education.

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

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

Madsen, M. C., & Shapira, A. (1970). Cooperative andcompetitive 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 andtalented - Volume I: Report to the Congress of the UnitedStates by the U. S. Commissioner of Education. Washington,DC: Office of Education, Department of Health, Educationand Welfare. (ERIC Document Reproduction Service No. ED 056243.)

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

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

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38(1), 21-27.

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

Mercer, J. R. (1976). Th- struggle for children's rights:Critical juncture for school psychology. School PsychologyDigest. Special Issue on Law and Ethics in SchoolPsychology. Riverside, CA: University of California.

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

Mercer, J. R. (1973). Labeling the mentally retarded: Clinicaland social system perspectives on mental retardation.Berkeley, CA: University of California Press.

Mercer, J. R. (1972). Sociocultural factors in the educationalevaluation of Black and Chicano children. Paper presentedat the Tenth Annual Conference on Civil and Hunan Rights ofEducators and Students, Washington, DC. February 1972.(ERIC Document Reproduction Service. ED 062 462.)

Mercer, J. R. (1971). Institutionalized Anglocentrism:Labeling mental retardates in public schools. In P.Orleans, & W. R. Ellis, Jr. (Eds.), Urban Affairs AnnualReviews, Vol. 5: Race, change and urban society. BeverlyHills, CA: Sage Publications.

Mercer, J. R., & Lewis, J. E. (1977). System of MulticulturalPluralistic Assessment (SOMPA). New York, NY: ThePsychological Corporation.

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

Nuttal, E. V., & Landurand, P. (1984). A study of mainstreamedlimited English proficient handicapped students in bilingualeducation. Wayland, MA: Vazquez-Nuttal, Inc.

Oltman, P. K., Goodenough, D. R., Witkin, H. A., Freedn.an, N., &Friedman, F. (1975). Psychological differentiation as afactor in conflict resolution. Journal of Personality andSocial Psychology, 32(4), 730-736.

O'Malley, J. M. (1982). Children's English and service study.Educational needs assessment for language minority childrenwith limited English proficiency. Rosslyn, VA:InterAmerica Research Associates, Inc.

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

Ortiz, A. (1984). Choosing the language of instruction forexceptional bilingual children. Teaching ExceptionalChildren, 16, 208-212.

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

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

Parent involvement in the education of minority languagechildren: A resource handbook. Rosslyn, VA: NationalClearinghouse for Bilingual Education.

Passow, H. A. (1972). The gifted and the disadvantaged.National Elementary Principal, 51(5), 24-31.

Pease, D. (1966). Family forces influence child behavior. InJ. L. Frost, & G. R. Hawkes (Eds.), The disadvantaged child:Issues and innovations. Boston, MA: Houghton Mifflin.

Perlman, R., Zabel, M., & Zabel, R. (Eds.). (1982). Specialeducation for exceptional bilingual students: A handbookfor educators. Milwaukee, WI: University of Wisconsin -Milwaukee Midwest National Origin Desegregation AssistanceCenter.

Piersel, W. C., Brody, G. H., & Kratochwill, T. R. (1977). Afurther examination of motivational influences ondisadvantaged minority group children's intelligence testperformance. Child Develops* nt, 48(3), 1142-1145.

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

Plata, m & Jones, P. (1982). Bilingual vocational educationfor 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). Cognitivestyles of children of three ethnic groups in the UnitedStates. Journal of Cross-Cultural Psychology, 5(2), 212-219.

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Reisner, E. R. (1981). The availability of bilingual educationteachers: Implications for Title VI enforcement and goodeducational practices. Washington, DC: Educational PolicyDevelopment Center.

Reynolds, N. J., & Risley, T. R. (1968). The role of social andmaterial reinforcers in increasing talking of adisadvantaged preschool child. Journal of Applied BehaviorAnalysis, 1(3), 253-262.

Rich E. (1978). Bilingual special education: Meeting the needsof the non-English speaking mentally retarded children. InH. LaFontaine, B. Perskey, & L. Golubchick (Eds.), BilingualEducation. Wayne, NJ: Avery Publishing Co.

Rodriguez; R. ''' (in press). Issues related to the involvementof minority group parents in school. Reston, VA: Councilfor Exceptional Children.

Rodriguez, R. F. (1980). The effect of sociocultural factors onthe academic achievement of elementary resource roomchildren. Unpublished doctoral dissertation, University ofNew Mexico, Albuquerque, NM.

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

Rosenberg, M. (1972). Textbooks: Do they meet fair minoritygroup standards? Educational Leadership, 30(2), 141-143.

Ruble, D. N., & Nakamura, C. Y. (1972). Task orientation versussocial orientation in young children and their attention torelevant social cures. Child Development, 43(2), 471-480.

Rueda, R., & Prieto, A. G. (1979). Cultural pluralism:Implications for teacher education. Teacher Education andSpecial Education, 2(4), 4-11.

Rueda, R. S,, Rodriguez, R. F., & Prieto, A. G. (1981).Teachers' perceptions of competencies for instructingbilingual/multicultural exceptional children. ExceptionalChildren, 48, 268-270.

Rutherford, R. B., & Edgar, E. (1979). Teachers and parents: Aguide to interaction and cooperation. Boston: Allyn andBacon.

Samuda, R. J. (1976). Problems and issues in assessment ofminority group children. In R. L. Jones (Ed.),Mainstreaming and the minority child. Washington, DC:

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

Samuda, R. J. (1975). Psychological testing of Americanminorities: Issues and consequences. New York, NY: Harperand Row.

Sanua, U. (1976). Bilingual programs for the physicallyhandicapped, school year 1974-1975. Brooklyn,,NY: New YorkCity Board of Education.

Sato, I. S. (1974). The culturally different gifted child - Thedawning of his day? Exceptional Children, 40(8), 572-576.

Siegel, E. (1972). Task analysis and effective teaching.Journal of Learning Disabilities, 5(9), 519-532.

Stanford, M. R. (1963). Don't discard those IQ tests when theyfail to work with non-English speaking children: A newapproach can make them meaningful. Texas Outlook, 47, 31-35.

State of New Mexico Title I Advisory Committee on ParentalInvolvement. (1978). A position paper on parentalinvolvement. Santa Fe, NM: New Mexico State Department ofEducation.

Swenson, E. V. (1978). Teacher assessment of creative behaviorin disadvantaged children. Gifted Child Quarterly, 22(3),338-343.

Thomas, C. H., & Thomas, J. L. (Eds.). (1982). Bilingualspecial education resource !guide. Phoenix, AZ: Oryx Press.

Tireman, L. S. (1948). Teaching Spanish-speaking children.Albuquerque, NM: University of New Mexico Press.

U.S. Commission on Civil Rights. (1971). The unfinishededucation: Outcomes for minorities in the five Southwesternstates. Mexican American Education Series, Report II.Washington, DC: U.S. Government Printing Office. (ERICDocument Reproduction Service No. ED 056 821.)

U.S. Department of Health, Education and Welfare. (1975). Taskforce findings specifying remedies available for eliminatingpractices ruled unlawful under Lau vs. Nichols. Washington,DC: U.S. Government Printing Office.

Wentz, J., & McClure, E. (1976). Aspects of the syntax of thecode switching discourse of bilingual children. In F.Ingenmann (Ed.), Mid-American linguistics conference papers.Lawrence, KS: Linguistics Department, University of Kansas.

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Witkin, H. A., Dyk, R. B., Faterson, H. F., Goodenough, D. R., &Karp, S. A. (1962). Psychological differentiation. NewYork, NY: Wiley.

Witkin, H. A., Lewis, H. B., Hertzman, M., Machover, K.,Meissner, D., & Wapner, S. (1954). Personality throughperception. New York, NY: Harper Publishing Co.

Yates, J. R. (1981). Teacher training associated with servingbilingual exceptional students. TeacLer Education andSpecial Education, 5, 61-68.

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II. BLACK AMERICAN

Anderson, N. J., & Love, B. J. (1973). Psychological educationfor racial awareness. Personnel and Guidance Journal,51(9) , 666-671.

Ayres, Q. W. (1983). Student achievement at predominantly whiteand predominantly Black universities. American EducationalResearch Journal, 20, 291-304.

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

Bracken, B. A., & McCallum, R. S. (1981). Comparison of thePPVT and PPVT-R for white and black preschool males andfemales. Educational and Psychological Research, 1, 79-85.

Bruner, J. (1962). On knowing. Cambridge, MA: HarvardUniversity Press.

Byalick, R., & Bersoff, D. (1974). Reinforcement practices ofBlack and white teachers in integrated classrooms. Journalof Educational Psychology, 66, 473-480.

Caliver, A. (1935). Availability of education to Negroes inrural communities. Washington, DC: U. S. GovernmentPrinting Office.

Campbell, R. (1974). The chasm. Boston, MA: Hougbcon MifflinCowpany.

Cheyney, A. B. (Ed.). (1972). The ripe harvest. Coral Gables,FL: University of Miami Press.

Clark, K. B. (1945). Dark coaetto dilemma of social power. NewYork, NY: Harper &

Clasen, R. E. (1979). Models for the exceptional needs ofgifted children in a multicultural context. Journal ofNegro Education, 48, 357-373.

Coates, B. (1972). White adult behavior toward Black and whitechildren. Child Development, 43, 143 -154.

Collins, R., & Camblin, L. D., Jr. (1983). The politics andscience of learning disabilities: Implications for Blackchildren. Contemporary Education, 54: 113-118.

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Davis, R. G. (1966). Planning human resource development,educational models, and schemata. Chicago, IL: RandMcNally and Company.

Detroit Board of Education. (1970). African culture series.Detroit, MI: Children's Museum, Detroit Public Schools.

Doll, R. C., Love, B. J., & Levine, D. U. (1973). Systemsrenewal in a big-city school district: The lessons ofLouisville. Phi Delta Kappan, LIV, 524-534.

Dreikurs, R. (1957). Psychology in the classroom. New York,NY: Harper and Row.

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

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

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

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

Erikson, E. H, a964). Insight and responsibility. New York,NY: Norton.

Fairchild, E., & Neal L. (1975). Common-unity in the community:A forward looking program of recreation and leisure servicesfor the handicapped. OR: Center for Leisure Studies.

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

Freire, P. (1973). Education for critical consciousness. NewYcrk, 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. NewYork, NY: H. W. Wilson Company.

Gay, J. E. (1978). A proposed plan for identifying Black gifted

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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 theeducational production system. Lexington, MA: LexingtonBooks.

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

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

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

Jones, R., & Wilderson, F. (1976). Mainstreaming and theminority child. Reston, VA: Council for ExceptionalChildren.

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

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

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

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

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

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

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16

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

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

Miller, H. L. (1978). Social foundations of education. NewYork, 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 bypassed populations. Minneapolis, MN: College of Education,University of Minnesota.

Passow, A. H. (Ed.). (1968). Developing programs for theeducationally disadvantaged. New York, NY: TeachersCollege 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'sNational Advisory Commission on Rural Poverty). Washington,DC: U.S. Government Printing Office.

Price, J. (1981). Select issues regarding the educationalservices for behavioral disordered Black youth. Council forchildren with behavior Disorders. Position paper. NewOrleans, 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. HarvardEducational Review, 40, 411-450.

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

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

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

21

III. COURT CASES

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

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

Covarrubias vs. San Diego Urified School District (SouthernCalifornia), No. 70-394-T (San Diego, California, February1971) .

Diana vs. State Board of Education, Civil Action No. C-70 372FP(N.D., Cal., 'January 7, 1970 and June 18, 1973).

Guadalupe vs. Temple School District (Filed August 1971, U.S.District Court of Arizona).

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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 adaptationsand modifications for culturally diverse handicappedchildren. Exceptional Children, 46, 608-614.

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

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

Bagley, C. (1976). Behavioral deviance in ethnic minoritychildren: 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 forexceptional language minorities. Teaching ExceptionalChildren, 17, 127-132.

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

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

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

Bransford, L. A., Baca, L., & Lane, K. (Eds.). (1973). Culturaldiversity and the exceptional child. Reston, VA: Councilfor Exceptional Children.

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

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

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20

Bruck, M. (1978). The suitability of early French immersionprograms for the language disabled child. The CanadianModern Language Revi_w, 34, 884-887.

Bueno Center for Multicultural Education, Education Building,Campus Box 249, University of Colorado, Boulder, CO 80309.

Burnett, M. (1975). Dance down the rains sing op the corn.Pennsylvania: Musik Innovations.

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

Centra, J., Linn, R., & Parry, M. (1970). Academic growth inpredominantly Negro and predominantly white colleges.American Education Research Journal, 7: 83-89.

Chan, K., & Rueda, R. (1979). Poverty and culture in education:Separate but equal. Exceptional Children, 45, 422-428.

Chinn, P. (1979). Curriculum development for culturallydifferent exceptional children. Teacher Education andSpecial Education, 2, 49-58.

Chinn, P. C. (1979). The exceptional minority child: Issuesand some answers. Exceptional Children, 45, 532-536.

Chinn, P. C. (Ed.). (1984). Education of culturally andlinguistically different exceptional children. Reston, VA:Council for Exceptional Children.

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 of raceand social cl;.4s information in the formation ofexpectancies ewout academic performance. Journal ofEducational Psychology, 67, 312-319.

Cooper, T., & Ratner, M. (1980). Many, friends cooking. NewYork: 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 policy statement.(1978). Reston, VA: Council for Exceptional Children.

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23.

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

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

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

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

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

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

Eaves, R. (1975). Teacher race, student race and the behaviorproblem 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 ineducation: The teacher aide. Educational Leadership,24(2), 175-183.

Emmerling, F. C., & Chavis, K. Z. (1965). CSIP - What, why andwhere 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 forculturally diverse exceptional children. ExceptionalChildren, 46(8), 634-641.

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

22

Fairchild, E., & Neal, L. (1975). Common-unity in thecommunity: A forward looking program of recreation andleisure services for the handicapped. OR: Insitute ofRecreation 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 making no gain in campusjobs. The Chronicle of Higher Education, 28(16), 1.

Foster, H. L. (1974). Ribbin' livin' and playin' the dozens:The unrecognized dilemma of inner city schools. (2nd ed. inpress). Cambridge, MA: Ballinger.

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

Freire, P. (1973). Education for critical consciousness. NewYork, 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. NewYork, NY: H. W. Wilson Company.

Friedman, P. (197g). Comparisons of teacher reinforcementschedules for students with different social classbackgrounds. Journal of Educational Psycholqgy, 68 286-292.

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

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

Fuchigami, R. Y. (1978). A conversation with Robert Fuchigamion exceptional child education. Ompudsman for minorityindividuals. Exceptional Children, 45, 240-243.

Gardener, C., & Quezada-Aragon, M. L. (1984). Undocumentedchildren: An ongoing issue for the public education system.Las Cruces, NM: ERIC/Clearinghouse on Rural Education andSmall Schools.

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

Glimps, B. E. (1985). .Models for working with culturallydifferent groups. Detroit, MI: Educational ConsultantServices.

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

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

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

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

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

Hauser, R. M. (1971). Socioeconomic background and educationalperformance. Washington, DC: American SociologicalAssociation.

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

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

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

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

Hillman, S. B., & Davenport, G. (1978). Teacher-studentinteractions in desegregated schools. Journal of EducationPsychology, 70, 545-553.

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

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24

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

Hunter, B. (1982). Policy issues in special education formigrant 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, POBox 367, San Mateo, CA 94401.

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

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

Kamiakin Resource Institute, PO Box 509, Toppenish, WA 98948.

Katz, D., & Braly, K. W. (1933). Racial stereotypes of onehundred college students. Journal of Abnormal SocialPsychology, 28, 280-290.

Kendall, F. (1983). Diversity in the classroom: Amulticultural approach to the education of young children.New York, NY: Teachers College Press.

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

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

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

Lantz, A. E. (1984). Effectiveness of strategies to encouragean innovative education program. Education Evaluation andPolicy Analysis, 6, 51-61.

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25

Latham, J. (1982). Exceptional children or exceptionalteachers: An alternative policy for teacher education in amulticultural society. Journal of Further and HigherEducation, 6.

Lee, No, & Oldham, L. (1978). Hands-on heritage: Anexperimental approach to multicultural education. LongBeach, CA: Hands-on Publishers.

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

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

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

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

Mielke, D. N. (1978). meaching mountain children: Towards afoundation of understanding. Boone, NC: AppalachianConsortium 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 exceptionalchildren in school. Reston, VA: Council for ExceptionalChildren.

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

Nichols, M. S., & O'Neill, P. (1974). Multicultural materialsa resource bibliography. CA: Multicultural Resources.

Ontario Institute for Studies in Education, 252 Bloor StreetWest, Toronto, Ontario, Canada M5S 1V6.

Prakash, A. 0. (1973). Effect of modeling and socialreinforcement 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-

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mediated inservice program for teachers. ExceptionalChildren, 51, 112-121.

Preston, D., Hughes, V., Yuen, P., Critchlow, W., et al. (1982).Minority issues inservice program: Total informationpackage. Kansas City, KS: Department of Special Education,University of Kansas Medical Center.

Prieto, A., & Zucker, S. (1981). Teacher perception of race asa factor in the placement of behaviorally disorderedchildren. Behavioral Disorders, 7, 34-37.

Pro'ect REACH: Respecting Our Ethnic and Cultural 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, geographiclocale, age, sex, and urban-rural residence as variables inthe prevalence of mild retardation. American Journal ofMental Deficiency, 81, 154-161.

Rodriguez, F. (1982). Mainstreaming a multicultural conceptinto special education: Guidelines for teacher trainers.Exceptional Children, 49, 220-227.

Rodriguez, R. C. (1979). Effectiveness with biculturalchildren: Approaches for monocultural teachers.Contemporary Education, 50, 22-28.

Rumberger, R. W. (1983). Dropping out of high school: Theinfluence of race, sex, and family background. AmericanEducational Research Journal, 20, 199-220.

Saracho, 0. N., & Spodek, B. (1983). Understanding themulticultural experience in early childhood education.Washington, DC: National Association of the Education forYoung Children.

Saunders, M. (1982). Multicultural teaching:, A guide for theclassroom. London, England: McGraw-Hill Book Company.

Saunders, M. (1980). The school curriculum for ethnic minoritypupils: A contribution to a debate. International Reviewof Education, 26, 31-48.

Saunders, M. (1980). Towards a curriculum for ethnic minoritypupils. New Community, 8, 76-83.

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

Schmidt, V., & McNeill, E. (1978). Cultural awareness: Aresource bibliography. Washington, DC: NationalAssociation 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 hearingimpaired students from non-English speaking homes: Aframework for considering alternatives. Arlington Heights,IL: NEC Bilingual Education Service Center.

Simpson, A. W., & Erickson, M. T. (1983). Teacher's verbal andnonverbal communication patterns as a function of teacherrace, student gender, and student race. AmericanEducational Research Journal, 20, 183-198.

Society for Visual Education, 1345 Diversey Parkway, Chicago, IL60614.

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

Stephen, W. G. (1978). School desegregation: An evaluation ofpredictions made in Brown v. Board of education. PsychologyBulletin, 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 ethnicminority children. New Community, 8, 213-234.

Torrence, E. P. (1977). Discovery and nue:urance of giftednessin the culturally different. Reston, VA: Council forExceptional Children.

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

Turtle Grandmother Books, PO Box 33964, Detroit, MI 48232.

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U.S. Committee for UNICEF, 331 East 38th St., New York, NY10016.

Verma, G. K., & Bagley, C. (1982). Self-esteem, achiev.ment andmulticultural education. London, England: MacMillan.

Weitz, S. (1972). Attitude, voice, and behavior: A repressedaffect model of interracial interaction. Journal ofPersonality and Social Psychology, 24, 14-21.

Willey, R. (1974). Teacher training for a multiculturalsociety in the U.K. International Review of Education, 21,335-345.

Wiseman, A. (1974). Making things, a hand book of creativediscovery - Book 2. Boston, MA: Little, Brown and Company.

Wiseman, A. (1967). Making things, a hand book of creativediscovery. Boston, MA: Little, Brown and Company.

Word, C., Zanna, M., & Cooper, J. (1974). The nonverbalmediation of self-fulfilling prophecies in interracialinteractions. Journal of Experimental Social Psychology,10, 109-120.

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

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

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V. HAWAIIAN

Au, K. (1980). Participation structures in a reading lessonwith Hawaiian children: Analysis of a culturallyappropriate instruction event. Anthropology and EducationQuarterly, 11, 91-115.

VI. HISPANIC

Abad, V. (1974). A model for the delivery of mental healthservices to Spanish-speaking minorities. American Journalof Orthopsychiatry, 44(4), 584-585.

Aragon, J. (1973) Language and culture: Spanish-speakingcomponent. Paper presented at the Conference forExceptional Children, Las Vegas, NV, August 1973.

Arciniega, M., Causaus, L., & Castillo, M. (1978). Parentingmodels and Mexican-Americans: A process analysis. SanDiego, CA: California School Finance Reform Project, SanDiego State University.

Arciniega, T. A. (1978). Sociocultural imperatives in theeducation of young handicapped children of Spanish-speakingbackground. In P. Trohanis (Ed.), Early education inSpanish-speaking communities, New York, NY: Walker andCompany.

Argulewicz, E. N., & Abel, R. R. (1984). Internal evidence ofbias in the PPVT-R for Anglo-American and Mexican-Americanchildren. Journal of School Psychology, 22, 299-303.

Avellar, J., & Kagan, S. (1976). Development of competitivebehaviors in Anglo-American and 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'sstepchild. The education of Hispanics. Washington, DC:Office of Planning, Budget, and Evaluation, U.S. Departmentof Education.

Brown, G., Rose, N., Hill, S., & Olivas, M. (198-0). Thecondition of education for Hispanic Americans. Washington,DC: National Center A.or Education Statistics.

Brown, R. L., Fournier, J. F., & Moyer, R. H. (1977). A cross-cultural study of Piagetian concrete reasoning and scienceconcepts among rural 5th grade Mexican and Anglo-Americanstudents. Journal of Research in Science Teaching, 14, 329-334.

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

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

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

Casas, J. M. (1977). Applicability of a behavioral model inserving the mental health needs of the Mexican American. InMano Mano, Houston, TX: Chicano Training Center.

Castaneda, A. (1976). Cultural democracy and the educationalneeds 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 healthprograms for ethnic minority populations: The acculturationof Puerto Ricans to the United States. American Journal ofPsychiatry, 128, 1529-1533

DeAvila, E. A., & Pulos, S. (1977). The p....rformance of Mexican-American and Anglo children on pictorially presentedPiagetian tasks. Paper presented at the Seventh AnnualInternational Interdisciplinary Conference on PiagetianTheory and Its Implications for the Helping Professions,University of Southern California, Los Angeles, CA. January1977.

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

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

Garth, T. R., & Johnson, H. D. (1934). The intelligence andachievement of Mexican children in the United States.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 resourceunit for teachers of the Mexican-American. New York, NY:Anti-Defamation League of B'nai B'rith. (ERIC DocumentReproduction Service No. ED 041 980 )

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

Kagan, S., & Madsen, M. C. (1971), Cooperation and competitionof Mexican, Mexican-American, and Anglo-American children oftwo ages under foyr instuctional sets. DevelopmentalPsychology, 5(1), 32-39.

Kagan, S., & Zahn, G. L. (1975). Field dependence and theschool achievement gap 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 andschool achievement among Anglo-American and Mexican-Americanchildren. Journal of Educational Psychology, 69(4), 432-441.

Laosa, L. M. (1977). Maternal teaching strategies in MexicanAmerican families: Socioeconomic factors affecting intra-group variability in how mothers teach their children.Paper presented at the Annual Meeting of the AmericanResearch Association, New York, New York. April, 1977.

Laosa, L. M. (1973). Reform in educational and psychologicalassessment. Journal of the Association of Mexican-AmericanEducators, 1(1) .

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

McClintock, C. G. (1974). Development of social motives inAnglo-American and Mexican-American children. Journal ofPersonality 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.), Bilingual education. Wayne, NJ:Avery Publishing Co.

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

National Commission on Secondary Schooling for Hispanics.(1984). Make something happen. Washington, DC: HispanicPolicy Development Project.

Orum, L. S. (1982). The educational status of Hispanic Americnchildren. Washington, DC: The National Council of La Raza.

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

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

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

Schon, I. (1983). Dona Blanca and other Hispanic nursery rhymesand 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 teachercharacteristics and the achievement of secondary Spanishsurname students. American Secondary Education, 9, 60-64.

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IIIMOOMEMINEML.,--MMEN

VII. MIGRANT EXCEPTIONAL STUDENTS

Barresi, J. G. (1982). Educating handicapped migrants: Issuesand options. Exceptional Children, 48, 473-488.

Bennett, F. (1967). The conditions of farm workers and smallfarmers in 1967. New York, NY: National SharecroppersFund.

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

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

Ganzalez, R. (1982). Migrant parents' rights andresponsibilities. Las Cruces, NM: ERIC/Clearinghouse onRural Education and Small Schools.

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

Levine, A., Cary, E., & Divoky, D. (1973). The rights ofstudents. The basic ACLU guide, to a student's rights. AnAmerican Civil Liberties Union Handbook. New York, NY:Sunrise Books, Inc., E. P. Dutton and Co., Inc.

Lopez, F. (1968). Regional program for migrant education.Childhood Education, September, 45, (1), 22-27.

Migrant Educators' National Training Out Reach (MENTOR), PotsdamCollege, Potsdam, NY 13676.

Perry, J. (1982). The ECS interstate migrant education project.Exceptional Children, 48, 496-500.

Privacy rights of parents and students. Final rule on educationrecords. (1976). Federal Register 41(118) 24661-24675(Thursday, June 17, 1976).

Pyecha, J. M., & Ward, L. A. (1982). A study of theimplementation of Public Law 94-142 for handicapped migrantchildren. Exceptional Children, 48, 490-495.

Reedback, R. T. (1981). Questions about FERPA: The family

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

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

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

Title I ESEA: How it works. A guide for parents and parentadvisory councils. (1978). Washington, DC: Office ofEducation, 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, Divisionof Education for the Disadvantaged, Office of Education,Department of Health, Education, and Welfare. (ERICDocument Reproduction Service No. ED 195 358.)

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VIII. NATIVE AMERICAN

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

Browne, D. B. (1984). WISC-R scoring patterns among nativeAmericans of the northern plains. White Cloud .Thurnal cfAmerican Indian/Alaska Native Mental Health, 3, 3-16.

Daybreak Star Press, United Indians of All Tribes, PO Box 99253,Seattle, WA 98199.

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

Grobsmith, E. S. (1976). Lakota bilingualism: A comparativestudy of language use in two communities on the Rosebud Siouxreservation. Unpublished doctoral dissertation. Universityof Arizona.

McShane, D. (1980). A review of scores of American Indianchildren on the Wechsler Intelligence Scales. White CloudJournal, 1, 3-10.

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

National Advisory Council on Indian Education. (1976). IndianEducation: The right to be Indian (3rd Annual report toCongress). Washington, DC: U.S. Government PrintingOffice.

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

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

Ramirez, B. A., & Tippeconnic, J. W. (1979). Preparing teachersof American Indian handicapped children. Teacher Educationand Special Education, 2, 27-32.

Ramirez, B. A., Page, M., & Hockenberry, C. (1979). Specialeducation programs for American Indian exceptional children

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

Tonemah, S., & Benally, E. R. (1984). Trends in American Indianeducation: A synthesis and bibliography of selected ERICresources. Tempe, AZ: Center for Indian Education, ArizonaState University, and ERIC/Clearinghouse for Rural Educationand Small Schools.

IV. NONDISCRIMINATORY EVALUATION

Argulewicz, E. N., & Abel, R. R. (1984). Internal evidence ofbias in the PPVT-R for Anglo-American and Mexican-Americanchildren. Journal of School Psychology, 22, 299-303.

Bailey, D. B., & Harbin, G. L. (1980). Nondisciminatoryevaluation. Exceptional Children, 46, 590-596.

Berger, S. I. (1968). Development of appropriate evaluationtechniques for screening children in a Head Start program:A pilot project. ERIC Document Reproduction Service, No. EDnicong.

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

Bracken, B. A., & McCallum, R. S. (1981). Comparison of thePPVT and PPVT-R for white and black preschool males andfemales. Educational and Psychological Research, 1, 79-85.

Bracken, B. A., & Prasse, D. P. (1981). Comparison of the PPVT,PPVT-R, and intelligence tests used for the placement ofBlack, White, and Hispanic EMR students. Journal of SchoolPsychology, 19, 304 -311.

Browne, D. B. (1984). WISC-R scoring patterns among NativeAmericans of the Northern plains. White Cloud Journal ofAmerican Indian/Alaska Native Mental Health, 3, 3-16.

Brady, P. M., Manni, J. L., & Winikur, D. W. (1983). A three-tiered model for the assessment of culturally andlinguistically different children. Psychology in theSchools, 20, 52-58.

Coulopoulos, D., & DeGeorge, G. (1982). Current methods andPractices of school psychologists in the assessment oflinguistic minority children. Boston, MA: MassachusettsDepartment of Education, Division of Special Education.

DeAvila, E. A., & Havassy, B. (1974). The testing of minoritychildren -- A neo-Piagetiar_ approach. Today's Education,63, 72-75.

DeAvila, E. A., & Havassy, B. (1974). I.O. tests and minoritychildren. Austin, TX: Dissemination Center for BilingualBicultural Education.

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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 dynamicassessment of retarded performers: The learning potentialassessment device, theory, instruments. and techniques.Baltimore, MD: University Park Press.

Jensen, M., & Rosenfeld, L. B. (1974). Influence of mode ofpresentation, ethnicity, and social class on 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 foralternative practices prior to referral. LearningDisabilities Quarterly, 6, 448-456.

Mandel, R., & McLeod, P. (1971). A longitudinal investigationof the stability of IQs on the Peabody Picture VocabularyTest with high and low socioeconomic subjects. ExceptionalChildren, 37, 300-301.

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

McShane, D. (1980). A review of scores of American Indianchildren on the Wechsler Intelligence Scales. White CloudJournal, 1, 3-10.

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

Middleton, L. (1982). Colleges urged to alter tests, gradingfor benefit of minority group students. Chronicle ofHigher 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 placementprocess. Lanquage, Speech, and Hearing Services in Schools,14, 29-37.

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

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

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Education: The right to be Indian (3rd Annual report toCongress). Washington, DC: U.S. Government PrintingOffice.

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

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

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

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

Olmedo, E. L. (1981). Testing linguistic minorities. AmericanPsychologist, 36, 1078-1085.

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 thelearning disabled: Issues in nonbiased assessment. TheJournal of Special Education, 14, 93-105.

Tucker, J. A. (1980). Nineteen steps for assuring nonbiasedplacement of students in special education. Reston, VA:Council for Exceptional Children.

Vaughn-Cooke, F. B. (1983, September). Improving languageassessment in minority children. American Speech andHearing Association, 25, 29-34.

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