Skip To Navigation Skip to Content
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregedivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregafgivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
Individuals & Caregivers
Physical & Occupational Therapy
Public Health Professionals
Teachers
 

NCHPAD - Building Healthy Inclusive Communities

Font Size:

References


  1. Alcala, A. (2000). A framework for developing an effective instructional program for limited English proficient students with limited formal schooling. Practical Assessment, Research, & Evaluation, 7, 1-6.
  2. Alliance for Excellent Education. (2006). Fact sheet: Latino students and U.S. high schools. Retrieve November 29, 2006, from www.all4ed.org/publications/Latino_FactSheet.pdf
  3. American Federation of Teachers. The Potential and Promise of Latino Students: https://www.aft.org/ae/spring2017/gandara
  4. Association for Supervision and Curriculum development (ACSD). Improving the Achievement of Hispanic Students: http://www.ascd.org/publications/educational-leadership/may94/vol51/num08/Improving-the-Achievement-of-Hispanic-Students.aspx
  5. Brault, Matthew W., “Americans with Disabilities: 2010,” Current Population Reports, P70-131, U.S. Census Bureau, Washington, DC, 2012.
  6. Center for Research Education, Diversity and Excellence. Educating Hispanic Student: Effective Instructional Practices: http://crede.berkeley.edu/products/print/pract_briefs/pb5.shtml
  7. Garza, S., Portilla, L., & Shannon, K. (2013). Perspectives of teaching Mexican American students as reflected in multicultural literature. Journal of Border Educational Research, 9(1).
  8. Hispanic Economics: http://hispaniceconomics.com/overviewofushispanics/hispaniclatinolatin.html
  9. Hispanic Heritage Moth: http://www.hispanicheritagemonth.org/
  10. Kentucky Department of Education. Resources and Strategies for Gap Closure: https://education.ky.gov/school/stratclsgap/instruction/Pages/gap.aspx
  11. Morse, A. (2003). Language access: Helping non-English speakers navigate health and human services Washington, DC: National Conference of State Legislatures Children’s
  12. Ray, A., & B. Bowman. 2003. Learning multicultural competence: Developing early childhood practitioners’ effectiveness in working with children from culturally diverse communities. Final report to the A.L. Mailman Family Foundation. Initiative on Race, Class, and Culture in Early Childhood. Chicago, IL: Erikson Institute.
  13. Rueda, R., Monzo, L., Shapiro, J., Gomez, J. and Blacher, J. 2005. Cultural models of transition: Latina mothers of young adults with developmental disabilities. Cultural models of transition: Latina mothers of young adults with developmental disabilities, 71: 401–414. 
  14. Ryan, S., D.J. Ackerman, & H. Song. 2005. Getting qualified and becoming knowledgeable: Preschool teachers’ perspectives on their professional preparation. Manuscript. Rutgers the State University of New Jersey
  15. Schhneider B, Martinez S, Ownes A. Barriers to Educational Opportunities for Hispanics in the United States. In: National Research Council (US) Panel on Hispanics in the United States; Tienda M, Mitchell F, editors. Hispanics and the Future of America. Washington (DC): National Academies Press (US); 2006. 6.
  16. Social Security Office of Policy: https://www.ssa.gov/policy/docs/ssb/v67n2/v67n2p73.html
  17. Suarez-Orozco, M. M. (1987). “Becoming somebody”: Central American immigrants in U.S. inner-city schools. Anthropology and Education Quarterly, 18, 287–299.
  18. The Hispanic Population: 2010 Census Brief: https://www.census.gov/prod/cen2010/briefs/c2010br-04.pdf
  19. Erickson, W., Lee, C., & von Schrader, S. (2019). 2017 Disability Status Report: United States. Ithaca, NY: Cornell University Yang-Tan Institute on Employment and Disability (YTI).

 

Published: 9/15/2018

Updated: 9/16/2019


blog comments powered by Disqus