As the civil rights victories of the Civil Rights era develop in ways that help shape the long-term social culture of the nation, cultural diversity considerations are becoming the standard rather than the exemplary exception to the routine as may have been true throughout much of the last decades of the 20th century. Naturally, as cultural diversity becomes a dominant social theme, it has also impacted all aspects of American education, including special education (Burton, Moore, & Magliaro, 2004; Lascarides & Hinitz, 2000). Naturally, the important need of accommodating cultural diversity within special education programs is at least as important as achieving that objective in traditional education programs. That is because the detrimental effect of every additional barrier to learning and social development is magnified in special education. Likewise, cultural diversity also entails corresponding lingual diversity.
In that regard, the importance of mitigating the potential barriers represented by language issues is already an important concern within traditional educational programs, so much so that significant resources have been dedicated to the specific needs of traditional English-as-Second-Language student populations. Naturally, the addition of language barriers to the existing challenges of special needs learners can greatly undermine their educational progress. If language barriers are important to traditional educational programs, it is obviously only that much more important with respect to special education students.
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Burton, J., Moore, D., and Magliaro, S. (2004). Behaviorism and Instructional
Technology. Mahwah, NJ: Lawrence Erlbaum Associates.
Lascarides, V. And.