This 3-year project provided support services to 16 sites (in 8 states) which implemented the BEACON model (Bilingual Early Assessment and Curriculum Outreach Network) to screen, evaluate, and serve young (ages 2-8) bilingual children with disabilities and their families. Major components of the BEACON model are: (1) bilingual children with…

Program results emerging from policy changes concerning identification and placement of limited-English-proficient (LEP) students in one school district are evaluated. The policy changes permitted students classified as bilingual, English-dominant, or English monolingual to be placed by committee in an appropriate instructional program (bilingual,…

A 5-item rating scale was developed for the New York City schools to determine eligibility for English as a Second Language instruction in Category C exceptional students exempted from testing. Most students follow a curriculum of daily living skills, and many are nonverbal. The test was piloted with 163 students including severely, trainable, and…

A study examined bilingual children's composing behaviors during classroom writing and their perceptions of writing. Students' descriptions of what occurred in their day-to-day environment were analyzed using ethnographic methods. The researcher observed five subjects--bilingual students in kindergarten through third grade--for 145 hours, and…

The Student Study Team (SST) is a school site team which involves parents, students, and teachers working together to assist regular education students who are not progressing satisfactorily. The SST model aims to increase positive outcomes for students; improve the quality and efficiency of meetings; and increase personal satisfaction levels for…

The relationship between the relative language proficiencies of bilingual children and their scores on tests administered in one or both languages was studied in students referred to special education because of suspected learning disabilities. Bilingual Hispanic students (25 males and 15 females) in grades 2 through 4 from an urban school…

Studies interaction between classroom teachers and limited English proficient international students. Concludes that student teachers were less successful communicators than their cooperating teachers because the student teachers lacked sociocultural and experiential elements. (FMW)

This paper reviews 15 research studies that: (1) examined effects of particular accommodations or groups of accommodations on performance: and (2) employed experimental and quasi-experimental research designs that allowed examination of the effect of the accommodation(s) on English Language Learners (ELLs) and non-ELLs. Studies looked at one or…

This paper reviews the literature on under-identification of minority children, especially Hispanic children, for education as gifted and talented students. It begins with definitions of terms such as "gifted and talented" and also such terms as "bias" and "culturally diverse." Some characteristics of gifted Hispanic children are then listed as…

A sample of 15 eighth-grade Hispanic students in a bilingual classroom were used for a descriptive analysis of students' writing samples to compare their growth between pre- and post- writing samples in Spanish and English. This was accomplished by juxtaposing English and Spanish pre- and post-tests using the same holistic rubric developed by the…

This eight-volume final report of a federally-funded longitudinal study on the teaching of reading to bilingual children provides information on and insight into characteristics of a favorable learning environment for Spanish-speaking children, instructional sequences and events that promote successful and efficient learning of literacy skills,…

The 1978 Children's English and Services Study (United States) contains five findings for limited English proficient children aged 5-14, e.g., one-third are served by bilingual education/English (second language); Federal and state support for special types of instruction are received predominantly by limited English proficient children within the…

Due to unavailable effective methods for teaching science to language-minority students, science teachers attempting to teach bilingual students experience frustration and become disheartened and discouraged. Often, science teachers only learn successful minority-language teaching strategies through trial and error or through networking and…

Five papers from a conference designed to examine current and emerging practices for promoting literacy among second language learners of English are presented. The unifying theme of cultural pluralism covers a variety of topics: positive attitudes toward reading, schema theory, teachers' verbal interaction strategies, the assumption that children…

This report describes the administrators, teachers, and students involved in the Los Angeles (California) Unified School District's programs for students whose primary language is not English. The students were in elementary, secondary, and special education programs. Survey results are summarized at the beginning of the paper, followed by a more…