wk 2 j
see week2 Journal
Week 2 – Journal
DueMondayby11:59pm
Points6
Submittingan external tool
Diversity
This journal assesses your ability to think critically about how culture plays a role in student behavior. This assessment also supports your achievement of Course Learning Outcome 5 and the MASE Program Learning Outcome 8.
The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique and recognizing our individual differences. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. To help inform your discussion posting, read the instructor guidance and watch
Classroom Behavior(Links to an external site.)by Sabornie (2010) http://www.learnnc.org/lp/multimedia/16049
Instructions:Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the below guidelines for creating your written assignment. If you have questions about the journal or the rubric, please contact your instructor using the Ask Your Instructor discussion before the due date.
Choose two topics from below, and in two to three pages, reflect how cultural and linguistic perspectives influence teacher,guardian/caregiver/parent,and student behavior. Be sure to support your reflection with information from theCultural Competence Form
and page 295 of the text.
Topics:
People with disabilities from culturally diverse backgrounds experience twice the discrimination experienced by non-disabled people in the minority community. Both disability and race complicate the situation.
Educational opportunities are less available and affordable to individuals with disabilities from culturally diverse backgrounds.
There is a lack of mentors and role models for minority individuals with disabilities in the workplace.
Mainstream job coaching, on-the-job training, and internships are often not readily available to minority individuals with disabilities.
Both mainstream and minority communities and religious organizations tend to overlook their capability to support the employment of minority individuals with disabilities.
Cultural differences are not clearly understood by individuals or organizations designing programs to support the employment of minority persons with disabilities.
Your journal must
Be two to three pages (not including title and references pages).
Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
Reference at least three scholarly sources, which may include your course textbook, in order to provide credible evidence to support your ideas.
Ensure that all in-text citations, the page format, and references must be written in APA style as outlined in theAshford Writing Center(Links to an external site.).
Next Steps:Review your journal with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.
*Note:Future journals will begin to incorporate an opportunity for you to share your reflection in a video presentation format.
Recommendation:The MASE program provides the opportunity for you to create an online portfolio that can be used in your career development and professional practice. Throughout the program, you will have various assessments that can be included in this e-portfolio, and these will be finalized in the Capstone course of the MASE program, ESE699. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged you save your coursework on a flash-drive, such as a USB removable drive, or store in a cloud-based option, such as Dropbox, Google Drive, or other similar applications.
Success Tip:Be mindful of the Week Six Final Project. The Week Six Final Project involves creating a behavior plan. Preparation for this assignment must begin early to make certain you are planning ahead and saving your work. Review the full instructions for the Week Six Final Project for specific information.
Carefully review theGrading Rubric(Links to an external site.)for the criteria that will be used to evaluate your journal. Citation s for Key Term s an d D efin ition s:
This section asks for the perspectives about: (1) the organizations world view of cultural diversity and
approaches to inclusion and equity, (2) the extent to which this world view guides organizational behavior
and is established policy, and (3) the organizations philosophy, values, and commitment to cultural and
linguistic competence.
1. Un d erstan d s an d is com m itted to Not at All A Little Somewhat Very Much
th e valu e of cu ltu ral d iversity.
This value is expressed in our organization’s guiding principles, mission and/or board resolutions. Yes No Dont Know
2. Recogn izes an d resp ects th e great d egree of d iversity Not at All A Little Somewhat Very Much
am on g p eop le w h o exp erien ce d isab ilities
This value is expressed in our organization’s guiding principles, mission and/or board resolutions. Yes No Dont Know
3. Recogn izes th at p ercep tion s an d b eliefs ab ou t Not at All A Little Somewhat Very Much
d isab ility are cu ltu rally-d efin ed .
This value is expressed in our organization’s guiding principles, mission and/or board resolutions. Yes No Dont Know
4. Un d erstan d s th at d isab ility is on ly on e asp ect Not at All A Little Somewhat Very Much
of d iversity an d cu ltu ral id en tity.
This value is expressed in our organization’s guiding principles, mission and/or board resolutions. Yes No Dont Know
5. Ack n ow led ges th e im p ortan ce of cu ltu ral valu es, Not at All A Little Somewhat Very Much
n orm s, an d trad ition s to th e d iverse grou p of p eop le
w h o exp erien ce d isab ilities an d th eir fam ilies.
This value is expressed in our organization’s guiding principles, mission and/or board resolutions. Yes No Dont Know
Remember t here a re no right or w rong a nsw ers.
6. Is com m itted to servin g, su p p ortin g, an d ad vocatin g Not at All A Little Somewhat Very Much
w ith an d on b eh alf of p eop le w h o exp erien ce
d isab ilities an d th eir fam ilies across all cu ltu ral grou p s.
This value is expressed in our organization’s guiding principles, mission and/or board resolutions. Yes No Dont Know
7. Is com m itted to in clu d in g p erson s from d iverse Not at All A Little Somewhat Very Much
cu ltu ral an d lin gu istic com m u n ities in all asp ects
of ou r w ork .
This value is expressed in our organization’s guiding principles, mission and/or board resolutions. Yes No Dont Know
8. Is com m itted to ad d ressin g racial an d eth n ic d isp arities am on g th e p op u lation of p eop le w h o
exp erien ce d isab ilities, in clu d in g d isp arities in :
Not at All A Little Somewhat Very Much
Not at All A Little Somewhat Very Much
Not at All A Little Somewhat Very Much
Not at All A Little Somewhat Very Much
Not at All A Little Somewhat Very Much
This value is expressed in our organization’s guiding principles, mission and/or board resolutions. Yes No Dont Know
9. Is com m itted to ad d ressin g d isp rop ortion ality Not at All A Little Somewhat Very Much
am on g stu d en ts from d iverse racial an d eth n ic
grou p s in ed u cation al settin gs.
This value is expressed in our organization’s guiding principles, mission and/or board resolutions. Yes No Dont Know
10. Raises aw aren ess ab ou t racial an d eth n ic d isp arities exp erien ced b y p eop le w ith d isab ilities
am on g th e follow in g:
Not at All A Little Somewhat Very Much
Not at All A Little Somewhat Very Much
Not at All A Little Somewhat Very Much
Not at All A Little Somewhat Very Much
Not at All A Little Somewhat Very Much
Not at All A Little Somewhat Very Much
Not at All A Little Somewhat Very Much
Not at All A Little Somewhat Very Much
Not at All A Little Somewhat Very Much
11. Believes it is ou r resp on sib ility to ad d ress th e b ias, Not at All A Little Somewhat Very Much
d iscrim in ation , an d racism th at im p act p eop le w h o
exp erien ce d isab ilities from d iverse cu ltu ral an d
lin gu istic grou p s an d th eir fam ilies.
This value is expressed in our organization’s guiding principles, mission and/or board resolutions. Yes No Dont Know
12. En su res th at cu ltu ral an d lin gu istic com p eten ce is Not at All A Little Somewhat Very Much
fu lly in tegrated in to all asp ects of ou r w ork .
This value is expressed in our organization’s guiding principles, mission and/or board resolutions. Yes No Dont Know
13. H as lead ersh ip buy-in a nd commit ment to Not at All A Little Somewhat Very Much
cu ltu ral an d lin gu istic com p eten ce.
This value is expressed in our organization’s guiding principles, mission and/or board resolutions. Yes No Dont Know
14. O u r organ ization cou ld b en efit from som e h elp Not at All A Little Somewhat Very Much
w ith ad d ressin g cu ltu ral an d lin gu istic com p eten ce
in ou r vision , m ission , an d gu id in g p rin cip les.
This section examines the cultural diversity of staff, board members, and others who do the work of the
organization. It also probes training and ongoing professional development needed to support cultural and
linguistic competence. The items in this section apply to people with and without disabilities.
1. Th e cu ltu ral d iversity of p eop le w h o resid e in th e U.S., its territories, an d in trib al com m u n ities
is reflected in ou r:
Yes No In Progress Dont Know Do Not Have a Board
Yes No In Progress Dont Know
Yes No In Progress Dont Know
Yes No In Progress Dont Know Do Not Use Consultants
Yes No In Progress Dont Know Do Not Use Contractors
Yes No In Progress Dont Know Do Not Have Members
Yes No In Progress Dont Know Do Not Have Faculty
Yes No In Progress Dont Know Do Not Have Interns or Fellows
Yes No In Progress Dont Know Do Not Have Volunteers
2. O u r organ ization requires a nd provides orien tation ab ou t ou r p h ilosop h y, p olicies, an d p ractices
related to cu ltu ral an d lin gu istic com p eten ce for all:
Yes No In Progress Dont Know Do Not Have a Board
Yes No In Progress Dont Know
Yes No In Progress Dont Know
Yes No In Progress Dont Know Do Not Use Consultants
Yes No In Progress Dont Know Do Not Use Contractors
Yes No In Progress Dont Know Do Not Have Faculty
Yes No In Progress Dont Know Do Not Have Interns or Fellows
Yes No In Progress Dont Know Do Not Have Volunteers
3. O u r organ ization requires a nd provides regu lar in -service an d /or train in g op p ortu n ities in
cu ltu ral an d lin gu istic com p eten ce for:
Yes No In Progress Dont Know Do Not Have a Board
Yes No In Progress Dont Know
Yes No In Progress Dont Know
Yes No In Progress Dont Know Do Not Use Consultants
Yes No In Progress Dont Know Do Not Use Contractors
Yes No In Progress Dont Know Do Not Have Faculty
Yes No In Progress Dont Know Do Not Have Interns or Fellows
Yes No In Progress Dont Know Do Not Have Volunteers
4. O u r organ ization p rovid es m en torin g, coach in g, an d /or oth er su p p orts to ap p ly cu ltu ral an d
lin gu istic com p eten ce to th e w ork of:
Yes No In Progress Dont Know Do Not Have a Board
Yes No In Progress Dont Know
Yes No In Progress Dont Know
Yes No In Progress Dont Know Do Not Use Consultants
Yes No In Progress Dont Know Do Not Use Contractors
Yes No In Progress Dont Know Do Not Have Faculty
Yes No In Progress Dont Know Do Not Have Interns or Fellows
Yes No In Progress Dont Know Do Not Have Volunteers
5. O u r organ ization in clu d es k n ow led ge an d sk ills related to cu ltu ral an d lin gu istic com p eten ce in
p osition d escrip tion s or q u alification s for:
Yes No In Progress Dont Know Do Not Have a Board
Yes No In Progress Dont Know
Yes No In Progress Dont Know
Yes No In Progress Dont Know Do Not Use Consultants
Yes No In Progress Dont Know Do Not Use Contractors
Yes No In Progress Dont Know Do Not Have Faculty
Yes No In Progress Dont Know Do Not Have Interns or Fellows
Yes No In Progress Dont Know Do Not Have Volunteers
6. O u r organ ization in clu d es k n ow led ge an d sk ills Yes No In Progress Dont Know
related to cu ltu ral an d lin gu istic com p eten ce in
p erform an ce evalu ation s.
7. O u r organ ization h as an ad visory b oard or cou n cil Yes No In Progress Dont Know
th at in clu d es p eop le w h o exp erien ce d isab ilities an d
th eir fam ilies from cu ltu rally an d lin gu istically
d iverse grou p s.
This section examines how cultural and linguistic competence applies to the core functions of your
organization, including: 1) Conferences, Education, and Training; 2) Public Policy, Legislation and Advocacy;
3) Community Engagement, Partnership, and Collaboration; 4) Publications and Information Dissemination;
5) Fundraising and Grant Writing; 6) Supporting a Research Agenda; and 7) Direct Services and Supports.
1. Facilitates th e p articip ation of p eop le w ith d isab ilities from d iverse cu ltu ral an d
lin gu istic b ack grou n d s b y:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
2. In corp orates cu ltu rally an d lin gu istically com p eten t p ractices b y:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
3. In corp orates cu ltu rally an d lin gu istically com p eten t p ractices b y:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
4. Tak es cu ltu re an d lan gu age in to accou n t Never Seldom Sometimes Routinely Dont Know
w h en p airin g p eop le w h o exp erien ce
d isab ilities w ith th eir p eers for an y train in g
activities d esign ed for th em .
1. An alyzes cu rren t legislation /regu lation s to d eterm in e th e exten t to w h ich th ey ad d ress:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
2. Ad vocates for ch an gin g existin g or creatin g n ew legislation /regu lation s th at ad d ress:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
3. Provid es in form ation on legislation an d Never Seldom Sometimes Routinely Dont Know
p u b lic p olicies th at affects p eop le w h o
exp erien ce d isab ilities from d iverse
cu ltu ral an d lin gu istic grou p s.
4. Ad vocates w it h a nd on beha lf of p eop le Never Seldom Sometimes Routinely Dont Know
w h o exp erien ce d isab ilities from d iverse
racial an d lin gu istic grou p s.
5. Ad vocates for p u b lic p olicy th at req u ires system s of services an d su p p orts th at are:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
6. Ad vocates for th e elim in ation of d isp arities for p eop le w h o exp erien ce d isab ilities b ased on :
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
1. Im p lem en ts p olicies an d p ractices to:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
2. Work s w ith in form al or p rofession al Never Seldom Sometimes Routinely Dont Know
con tacts th at h ave k n ow led ge of cu ltu ral
b eliefs an d p ractices related to d isab ility
(e.g., cu ltu ral b rok ers, sp iritu al lead ers,
eth n ic ad vocacy or social organ ization s,
com m u n ity-b ased agen cies).
3. Is resp on sive to th e social, p olitical an d Never Seldom Sometimes Routinely Dont Know
econ om ic con texts of d iverse com m u n ities.
4. Period ically review s cu rren t an d em ergen t d em ograp h ic tren d s to:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
5. Id en tifies an d resp on d s to th e effects of Never Seldom Sometimes Routinely Dont Know
im m igration statu s on p articip ation in
ad vocacy, services, an d su p p orts.
1. Ad ap ts in form ation d issem in ation Never Seldom Sometimes Routinely Dont Know
strategies to th e cu ltu ral p referen ces an d
n eed s of d iverse com m u n ities.
2. D evelop s an d d issem in ates in form ation /p u b lication s ab ou t p eop le w h o exp erien ce d isab ilities th at:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
3. En su res th at p h otograp h s an d grap h ics featu red in p u b lication s, resou rces, an d w eb sites:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
4. D issem in ates in form ation in lan gu ages oth er th an En glish in its:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
5. Uses eth n ic m ed ia to d issem in ate Never Seldom Sometimes Routinely Dont Know
in form ation to d iverse com m u n ities
(e.g., television , p eriod icals, rad io,
In tern et sites).
6. Collab orates w ith eth n ic an d cu ltu ral Never Seldom Sometimes Routinely Dont Know
ad vocacy or social organ ization s to d issem in ate
in form ation to d iverse com m u n ities.
1. Collab oratin g w ith eth n ic- or Never Seldom Sometimes Routinely Dont Know
cu ltu re-sp ecific grou p s to ad d ress cau ses
an d issu es th at are of con cern to th e
com m u n ities th ey serve.
2. Featu rin g p erson al stories an d ap p eals Never Seldom Sometimes Routinely Dont Know
from in d ivid u als w ith d isab ilities from
cu ltu rally an d lin gu istically d iverse grou p s.
3. In volvin g n ation ally recogn ized sch olars, Never Seldom Sometimes Routinely Dont Know
celeb rities, or p erson alities from cu ltu rally
d iverse grou p s.
4. Con d u cts a com p reh en sive an alysis of Never Seldom Sometimes Routinely Dont Know
cu rren t d em ograp h ic tren d s in th e
geograp h ic area served or im p acted
(e.g., race, eth n icity, lan gu ages sp ok en ,
socio-econ om ic statu s, im m igran t an d
refu gee statu s).
5. In clu d es rep resen tatives from cu ltu rally d iverse grou p s in in terven tion s th at im p act th em
an d th eir com m u n ities in :
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
6. Req u ires th at cu ltu ral d ifferen ces, n eed s, Never Seldom Sometimes Routinely Dont Know
an d p referen ces am on g th e d iverse
p op u lation of p eop le w h o exp erien ce
d isab ilities are atten d ed to an d ad d ressed
in th e p rop osal con ten t.
7. En su res th e p rovision of lan gu age access services (i.e., foreign lan gu age in terp retation ,
tran slation , sign age) th rou gh :
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
8. Uses com m u n ity ad visory b oard s Never Seldom Sometimes Routinely Dont Know
w h en ap p rop riate.
9. Collab orates w ith oth er organ ization s Never Seldom Sometimes Routinely Dont Know
th at h ave exp ertise in servin g or ad vocatin g
for sp ecific racial, eth n ic, an d cu ltu ral grou p s.
10. Actively p u rsu es gran t an d con tract op p ortu n ities to ad d ress:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
1. Partn ers w ith th e research com m u n ity to Never Seldom Sometimes Routinely Dont Know
ad d to th e b od y of k n ow led ge ab ou t p eop le
w h o exp erien ce d isab ilities from racially
an d eth n ically d iverse p op u lation s.
2. Su p p orts racially an d eth n ically d iverse p eop le w h o exp erien ce d isab ilities an d th eir fam ilies to:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
3. Assists racially an d eth n ically d iverse in d ivid u als w h o exp erien ce d isab ilities an d th eir fam ilies
to im p rove th eir q u ality of life b y:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
4. Ad vocates for or p articip ates in research th at focu ses on :
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
5. Is aw are of th e n eed to ad d ress th e u n iq u e issu es associated w ith con d u ctin g research in
cu ltu rally d iverse com m u n ities, in clu d in g:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
1. D evelop s or ad ap ts services an d su p p orts Never Seldom Sometimes Routinely Dont Know
to ad d ress th e n eed s an d p referen ces of
cu ltu rally an d lin gu istically
d iverse com m u n ities.
2. Provid es services an d su p p orts in location s Never Seldom Sometimes Routinely Dont Know
an d at tim es th at are accessib le to
com m u n ities served .
3. Is k n ow led geab le of an d w ork s in Never Seldom Sometimes Routinely Dont Know
con ju n ction w ith n atu ral n etw ork s of
su p p ort w ith in d iverse com m u n ities.
4. En su res th at services an d su p p orts com p ly Never Seldom Sometimes Routinely Dont Know
w ith all relevan t Fed eral, state, an d local
m an d ates govern in g lan gu age access
(e.g., foreign lan gu age in terp retation ,
tran slation services, an d sign age).
5. In volves p eop le w h o exp erien ce d isab ilities from d iverse cu ltu ral an d lin gu istic grou p s an d
th eir fam ilies in th e:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
This section probes how cultural and linguistic competency is applied to the structure, funding, and
leadership activities of your organization.
1. En su res cu ltu ral an d lin gu istic com p eten ce th rou gh estab lish ed organ ization al:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
2. H as d ed icated fu n d in g in its b u d get to ad van ce an d su stain cu ltu ral an d lin gu istic com p eten ce.
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
3. O ffers train in g, m en torin g, an d oth er su p p ort to organ ization al staff, facu lty, an d b oard
m em b ers th at en ab le th em to lead efforts th at:
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
Never Seldom Sometimes Routinely Dont Know
4. Su p p orts th e m ean in gfu l in volvem en t of Never Seldom Sometimes Routinely Dont Know
cu ltu rally an d lin gu istically d iverse
in d ivid u als an d com m u n ities in th e core
fu n ction s of th e organ ization .
Goode, T., Trivedi, P., & Jones, W. (2010). Cultural and Linguistic
Competence Assessment for Disability Organization. Washington, DC:
National Center for Cultural Competence, Georgetown University Center for
Child and Human Development.
This instrument is protected by the copyright policies of Georgetown
University. Permission is required if this instrument is to be:
modified in any way
used in broad distribution
used for commercial purposes.
Contact the National Center for Cultural Competence for all
permission requests.
National Center for Cultural Competence
Center for Child and Human Development
Georgetown University
Box 571485
Washington, DC 20057-1485
Voice: 202-687-5387 or 800-788-2066
Fax: 202-687-8899
E-mail: [emailprotected]
URL: http://nccc.georgetown.edu
This instrument and guide were developed with funding from TASH, as
part of its Diversity and Cultural Competency in Disability Advocacy
Initiative, through a grant from the W.K. Kellogg Foundation. TASH is an
international grassroots leader in advancing inclusive communities
through research, education and advocacy. Founded in 1975, TASH is a
volunteer-driven organization that advocates for human rights and
inclusion for people with the most significant disabilities and support
needs-those most vulnerable to segregation, abuse, neglect, and
institutionalization. Through research TASH validates inclusive practices
shown to improve outcomes for all people.
1001 Connecticut Avenue, NW, Suite 385
Washington, DC 20036
Phone: 202-540-9020
Fax: 202-540-9019
E-mail: [emailprotected]
URL: http://www.tash.org/index.html
The National Center for Cultural
Competence (NCCC) provides national
leadership and contributes to the body
of knowledge on cultural and linguistic
competency within systems and
organizations. Major emphasis is
placed on translating evidence into
policy and practice for programs and
personnel concerned with health and
mental health care delivery,
administration, education and
advocacy. The NCCC is a component
of the Georgetown University Center
for Child and Human Development and
is housed within the Department of
Pediatrics of the Georgetown
University Medical Center.
The NCCC provides training, technical
assistance, and consultation,
contributes to knowledge through
publications and research, creates
tools and resources to support health
and mental health care providers and
systems, supports leaders to promote
and sustain cultural and linguistic
competency, and collaborates with an
extensive network of private and public
entities to advance the implementation
of these concepts. The NCCC provides
services to local, state, federal and
international governmental agencies,
family and advocacy support
organizations, local hospitals and
health centers, healthcare systems,
health plans, mental health systems,
universities, quality improvement
organizations, national professional
associations, and foundations.
Georgetown University provides equal opportunity in its programs, activities, and employment practices for all persons and prohibits discrimination and harassment on the basis of age,
color, disability, family responsibilities, gender identity or expression, genetic information, marital status, matriculation, national origin, personal appearance, political affiliation, race,
religion, sex, sexual orientation, veteran status or another factor prohibited by law. Inquiries regarding Georgetown Universitys non-discrimination policy may be addressed to the Director
of Affirmative Action Programs, Institutional Diversity, Equity & Affirmative Action, 37th and O Streets, NW, Suite M36, Darnall Hall, Georgetown University, Washington, DC 20007. 1
TeachingStudentswithMildandModerateDisabilities:
Research-BasedPractices
SECONDEDITION
LibbyG.Cohen
NationalInstituteofEducation,Singapore
LoraineJ.Spenciner
UniversityofMaine,Farmington
LibraryofCongressCataloging-in-PublicationData
Cohen,LibbyG.
Teachingstudentswithmildandmoderatedisabilities:research-basedpractices/LibbyG.Cohen,LoraineJ.Spenciner.–2nded.
p.cm.
Includesbibliographicalreferencesandindexes.
ISBN-13:978-0-13-233138-8
ISBN-10:0-13-233138-1
1.Childrenwithdisabilities–Education–UnitedStates.I.Spenciner,
LoraineJ.II.Title.
LC4031.C642009
371.926–dc222008008700
VicePresidentandExecutivePublisher:JefferyW.Johnston
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Chapter2UnderstandingStudentswithLearningDisabilities,ADHD,andOtherHealthImpairments
CHAPTEROBJECTIVES
Aftercompletingthischapter,youshouldbeableto
Compareandcontrastthecharacteristicsofadisab
