Towards a culturally competent system of care: A monograph on effective services
for minority children who are severely disturbed, Volume, I. Washington DC: Georgetown University Child Development Center, CASSP Technical Assistance Center.
Cross, T., Bazron, B., Dennis, K., & Isaacs, M. (1989) Towards a culturally competent system of care: A monograph on effective services
for minority children who are severely emotionally disturbed.
Towards a culturally competent system of care: A Monograph on Effective Services
for Minority Children Who Are Severely Emotionally Disturbed: Volume 1.
Towards a culturally competent system of care: A monograph on effective services
for minority children who are severely emotionally disturbed.
Not exact matches
People
who think homosexuals should not have special legal entitlements as a
minority group, parents
who do not want their eight - year - olds instructed in the use of condoms, those
who insist that abortion is very bad
for unborn
children and their mothers — bigots one and all.
For example, the mothers of the vast majority of the
children born out of wedlock are racial
minority teen - agers
who come from broken families living below the poverty level.
Interestingly, the only non-ethnic in the race
who doesn't also have
minority children, Jim Gilmore, is unambiguously in last place
for the Republican Party, the party with the most «white» support.
Sex offenders
who move to New York state will no longer be able to exploit an FBI loophole when they apply
for jobs at summer camps and other organizations that work with
children, according to U.S. Senate
Minority Leader Chuck Schumer.
The proposal would ease admissions rules
for a few of the higher - performing schools with the intent of attracting more
minority students, and parents
who fear that their
children will lose out are pushing back.
Senate
Minority Leader Chuck Schumer's Park Slope home was the destination
for immigration activists Tuesday night; they marched through Brooklyn to protest the senator voting in favor a short - term federal funding bill Monday that did not include protection
for undocumented immigrants
who were brought into the United States as
children.
Enck blames the decline on more and more young people growing up in urban cultures removed from hunting, an increasing proportion of ethnic
minorities (
who are less likely to hunt) in the population and — surprise, surprise — the rise in single - parent families «with fewer opportunities
for children to learn about hunting from their fathers».
It is part history, detailing the unexpectedly collaborative relationships that were instrumental in the expansion of these top public schools and part forward - looking; it's a story about the visionaries
who reinvented American education
for poor and
minority children and are now reinventing it again.
However, the combination diminishes student learning, particularly
for minorities and low income
children,
who are most likely to have weaker teachers.
The formula included weights
for housing prices,
minority, English - as a second language learners,
children with special needs,
children who are permitted free school meals, schools located in rural under - privileged areas, rusting economic areas and with high percentages of «working classes».
Lesaux's research focuses on the reading development and the health and well - being of
children who are at risk
for learning difficulties, including
children from language -
minority and low socioeconomic backgrounds, and
children with language impairments.
Also in line with current studies is the report's finding that «
for any groups whether
minority or not, the effect of good teachers is greatest upon the
children who suffer most educational disadvantage in their background, and that a given investment in upgrading teacher quality will have most effect on achievement in underprivileged areas.»
More importantly, the most - successful efforts to expand school choice (including Virginia Walden Ford's work in Washington, D.C., Steve Barr's work with Latino communities in Los Angeles, and Parent Revolution's Parent Trigger efforts), have been ones led by poor and
minority communities
who explicitly made the case
for helping their own
children escape failure mills that damaged their families
for generations.
This includes 20,000 teachers, including some 1,000 teachers working in traditional public and public charter schools thanks to Teach
for America,
who are helping poor and
minority children gain the knowledge they need
for lifelong success.
For poor and
minority students, risks are higher: 26 percent of those
who face the «double jeopardy» of poverty and low reading proficiency fail to earn high school diplomas, and Hispanic and African American
children who lack proficiency by third grade are twice as likely to drop out of school as their white counterparts.
Because a movement that proclaims to work to build brighter futures
for all
children can not tolerate associations with politicians
who think lowly of
minority children and the families
who love them.
These include: The Undereducation of American Youth, a study of the 16 - to 24 - year - old population in the 50 states; The Answer: Valuing Youth in Schools and Families, which presents strategies
for communities, educators and parents working to keep young people in school and to educate those
who have dropped out; and Hispanic Families as Valued Partners: An Educator's Guide, which provides background information about
minority families and recommendations
for involving them in their
children's schools.
IDRA works with school systems, institutions of higher education, and communities across the country to create education that works
for all
children, particularly those
who are
minority, poor or limited - English - proficient.
This also means expanding opportunities
for high - quality education — from greater access to Advanced Placement courses to the expansion of high - quality charter schools — so that
children from poor and
minority households, especially young black men and women
who did the worst on NAEP this year (and have less access to college - preparatory courses in traditional districts) can succeed in school and in life.
These factors help develop trusting teacher - student relationships.18
Minority teachers can also serve as cultural ambassadors
who help students feel more welcome at school or as role models
for the potential of students of color.19 These
children now make up more than half of the U.S. student population in public elementary and secondary schools.20
But the fact that the Obama administration granted Virginia a waiver in the first place in spite of its record of obstinacy on systemic reform, along with the fact that many of the 32 other states granted waivers (along with the District of Columbia) have also set low expectations
for districts and schools to improve the achievement of the poor and
minority kids in their care, has put President Obama in the uncomfortable position of supporting the soft bigotry of low expectations
for children — especially those
who share his race and skin color.
Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with
children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants
who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision
for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promoti
for and experience with low - income and / or
minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion
for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promoti
for working with
children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com
For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promoti
For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities
for employment and promoti
for employment and promotion.
For more than 30 years, the Intercultural Development Research Association has committed to making schools work for all children, especially those children who are historically left behind — low - income students, minority students and those who speak a language other than Engli
For more than 30 years, the Intercultural Development Research Association has committed to making schools work
for all children, especially those children who are historically left behind — low - income students, minority students and those who speak a language other than Engli
for all
children, especially those
children who are historically left behind — low - income students,
minority students and those
who speak a language other than English.
According to federally funded research, students
who are living in poverty, are learning English as a second language, and are from racial and ethnic
minority groups are 250 percent less likely to be identified
for, and served in gifted programs, even when they perform at a comparable level to
children in the program.
Charters like Noble have proven attractive to many
minority parents
who can't afford private schools but want a safe and academically successful school
for their
children.
Secondly, they would have to really accept measuring the performance of districts and those
who work in schools in improving achievement
for poor and
minority children (and no merely talk about disaggregation of «multiple measures».)
I probably cover Lakewood's morally and fiscally bankrupt schools too often, but this Ocean County school district that enrolls almost entirely Latino and Black low - income students pushes all my education reform buttons: tyranny of the majority (in this case the ultra-Orthodox residents
who control the municipal government and the school board); lack of accountability; lack of school choice
for poor kids of color but anything goes (at public expense)
for children of the ruling class; discrimination against
minority special education students.
The reality of the situation is that the entire school board is comprised of orthodox men with the exception of one
minority woman,
who works
for an orthodox, and NONE of these individuals have
children in the public schools!
By deciding to roll back the college - preparatory standards, politicians in the Show - Me State have shown in deed that they have no concern
for the futures of
children, especially those from poor and
minority backgrounds
who will soon make up a majority of students in traditional public schools.
The teacher
who understand the importance of his or her role in all of this; the awesome responsibility and power they have as — unfairly — the last line of defense
for a low - income
minority child in a battle
for future prosperity and equality.
When large percentages of
minority children do not complete high school and almost half of those in urban districts can not read at grade level, the lucky few
who fit into the «diversity» quotas
for higher education are insignificant in number compared to those condemned to permanent second class status by failing schools.
National black and Hispanic education reform advocacy groups, as well as Florida - based coalitions of
minority clergy, have argued that the scholarships provide opportunities
for high - quality education to predominantly
minority children who wouldn't get it otherwise.
Meanwhile Teach
For America's success in recruiting high - quality black and Latino collegians into teaching (with one out of every two recruits in 2014 coming from
minority backgrounds) has proven lie to the arguments of ed schools that they just can't provide
children with teachers
who look like them.
We are up to our ears with a district in crisis and trying to right the ship
for the mostly
minority, low income
children who are our responsibility.
It also means that teachers
who are improving the quality of education
for poor and
minority children will also end up being deported, harming the futures of the
children they serve.
Cultural Diversity E604: Assessment of Culturally and Linguistically Diverse Students
for Special Education Eligibility (2000) E584: Critical Behaviors and Strategies
for Teaching Culturally Diverse Students (1999) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E500: Empowering Culturally and Linguistically Diverse Students with Learning Problems (1991) E500s: Reforzando a los alumnos Diversos Culturalmente y Lingüí con Aprendizaje (1999) E596: Five Strategies to Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education (2000) E520: Identifying and Serving Recent Immigrant
Children Who Are Gifted (1993) E601: Infusing Multicultural Content into the Curriculum
for Gifted Students (2000) E589: The Implications of Culture on Developmental Delay (1999) E566: Reducing the Disproportionate Representation of
Minority Students in Special Education (1998) E544: Underachievement Among Gifted
Minority Students: Problems and Promises (1997) E614: Cultural Reciprocity Aids Collaboration with Families (2001)
We Need Diverse Books Short Story Contest is open to emerging diverse writers from all diverse backgrounds (including, but not limited to, LGBTQIA, people of colour, gender diversity, people with disabilities, and ethnic, cultural and religious
minorities)
who have not been published in a traditional print fiction book format, including self - published, independents, small and medium publishing houses, in all genres whether
for the
children's or adult market.
Adverse impacts are especially severe
for the elderly,
children, and those with respiratory disease.In addition, the poor,
minority groups, and people
who live in areas downwind of multiple power plants are likely to be disproportionately exposed to the health risks and costs of fine particle pollution.
Those
who argue that
minority children and families have a disproportionate need
for child welfare services point to the vulnerability of this population in terms of many social indicators, the most salient of which is poverty.
Our findings are even more sobering because the prevalence of psychosocial problems among youth seems to be increasing.110, 111 The US Surgeon General reports that the unmet need
for services is as high now as it was 20 years ago.112 Even youth
who are insured often can not obtain treatment because few
child and adolescent psychiatrists practice in poor and
minority neighborhoods.113, 114
Measuring adverse experiences is important
for urban economically distressed
children,
who, in addition to experiencing poverty as an adversity, may be subjected to the experiences of abuse, neglect, and family dysfunction, along with a host of other stressors, including community violence, discrimination, and peer victimization.9, 37 The large percentage of racial
minorities comprising low - income urban populations makes having an understanding of cultural norms key to conceptualizing adversity in these communities.
Designed
for adolescents (14 - 19) from underserved
minority groups
who are pregnant with their first
child and planning to keep the infant.
It will prioritise research into:
children who have experienced trauma; young people at risk of offending behaviour; carers — particularly those caring
for someone with depression and anxiety; elderly Australians especially those in residential aged care; and Aboriginal and Torres Strait Islander people, refugees and other potentially vulnerable cultural
minority groups.
To a large extent, at least in the early years, this means taking on the behaviors and attitudes the majority of the
children learned at home — a parents» - group - to -
children's - group effect that can be identified as such only by observing the small
minority of
children who learned something different at home (and controlling
for heredity).
NACAC believes that community - based (i.e. churches, advocacy groups, and other organizations reflective of populations of color)
minority and specialty foster care and adoption agencies offer excellent opportunities
for recruiting families
who reflect the racial and ethnic background of
children in care.
For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic ris
For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their
children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their
children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have
children who are at risk
for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic ris
for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their
children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer
children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as
minority status is often associated with various social - demographic risks.