Abstract
A basic assumption of Target 3 of the National Agenda is that the rates of identification, placement, and achievement of children and adolescents with serious emotional disturbance (SED) are strongly correlated with dimensions of diversity, such as race, gender, socioeconomic status, and culture. A related assumption is that culturally competent and linguistically appropriate exchanges and collaborations among families, professionals, students, and communities will enable our school systems to achieve better educational outcomes for all children, including those with SED. We discuss these assumptions in the context of current policies and suggest ways of translating these policies into practices.
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Singh, N.N., Williams, E. & Spears, N. To Value and Address Diversity: From Policy to Practice. Journal of Child and Family Studies 11, 35–45 (2002). https://doi.org/10.1023/A:1014763410985
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DOI: https://doi.org/10.1023/A:1014763410985