Preventing American Indian Children from Overidentification with Learning Disabilities: Cultural Considerations during the Prereferral Process.
Saved in:
| Title: | Preventing American Indian Children from Overidentification with Learning Disabilities: Cultural Considerations during the Prereferral Process. |
|---|---|
| Language: | English |
| Authors: | Dodd, John M. |
| Peer Reviewed: | N |
| Page Count: | 43 |
| Publication Date: | 1992 |
| Document Type: | Speeches/Meeting Papers Information Analyses |
| Descriptors: | American Indians, Classroom Techniques, Cultural Background, Cultural Influences, Culture Fair Tests, Elementary Secondary Education, Evaluation Methods, Handicap Identification, Intervention, Learning Disabilities, Prevention, Referral, Student Characteristics |
| Abstract: | This paper examines characteristics of American Indian children, focusing on their similarities with children with learning disabilities. These similarities include: heterogeneity, language problems, concept of time, learned helplessness, locus of control, and discrepancy between potential and achievement. Culturally sensitive prereferral procedures are described, such as not singling out children for individual achievement, allowing more "wait" time between a question and the student's response, and having students draw a picture and then write about it rather than writing first and then illustrating. Culturally sensitive tests and adaptation in testing procedures are then suggested for use if prereferral teaching activities fail. It is felt that consideration of cultural influences will help to differentiate between cultural or linguistic differences and learning disabilities, and thus reduce the possibility of misidentification of American Indian children with learning disabilities. (Contains approximately 65 references.) (JDD) |
| Entry Date: | 1993 |
| Accession Number: | ED352794 |
| Database: | ERIC |
| Abstract: | This paper examines characteristics of American Indian children, focusing on their similarities with children with learning disabilities. These similarities include: heterogeneity, language problems, concept of time, learned helplessness, locus of control, and discrepancy between potential and achievement. Culturally sensitive prereferral procedures are described, such as not singling out children for individual achievement, allowing more "wait" time between a question and the student's response, and having students draw a picture and then write about it rather than writing first and then illustrating. Culturally sensitive tests and adaptation in testing procedures are then suggested for use if prereferral teaching activities fail. It is felt that consideration of cultural influences will help to differentiate between cultural or linguistic differences and learning disabilities, and thus reduce the possibility of misidentification of American Indian children with learning disabilities. (Contains approximately 65 references.) (JDD) |
|---|
