Multicultural Education Training for Special Educators Working with African-American Youth

Inservice training in multicultural education helps provide special education classroom teachers with the additional competencies needed to work more effectively with African-American students with disabilities. A pilot study was conducted to assess the perceptions of special education administrator...

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Bibliographic Details
Published in:Exceptional children 1992-10, Vol.59 (2), p.107-114
Main Author: Ford, Bridgie Alexis
Format: Article
Language:English
Subjects:
Administrator Attitudes
African American teenagers
African American youth
African Americans
Black American people
Black people
Black Students
Children
Disabilities
Education
Elementary Secondary Education
Inservice Teacher Education
Intercultural education
Knowledge Level
Multicultural Education
Multiculturalism & pluralism
Ohio
Perceptions
Program Development
School administration
Special education
Special Education Teachers
Study and teaching
Teacher education
Teachers
Teachers of disabled children
Teaching Experience
Training
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Summary:Inservice training in multicultural education helps provide special education classroom teachers with the additional competencies needed to work more effectively with African-American students with disabilities. A pilot study was conducted to assess the perceptions of special education administrators in Ohio about multicultural inservice training and the nature of their exposure to multicultural education. Results indicate that special education administrators perceive that special education teachers should be involved in multicultural educational training programs with special emphasis on African-American students and their families. The results also reveal that personnel responsible for conducting such inservice programs may lack formal training. Author recommendations include the need for special educators to actively participate in high-quality, ongoing, multicultural education inservice programming conducted by personnel who have been formally prepared.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440299205900203