Bilingualism and Biculturalism for the Special Education Classroom

Abstract

During the past decade, bilingual-bicultural education for Hispanic children has expanded rapidly in the United States. Children who reach the public schools with language and/or cultural differences are no longer autor~atically identified as having learning handicaps such as mental retardation and learning disabilities. This change is reflected in the present requirement for adap-tive behavior assessment in addition to intelli-gence testing in the diagnosis of ental retarda-tion (Crossr~an, ~ 1 However, there are still valid concerns regarding Hispanic children who are truly handicapped. Few, if any, teacher educa-tion programs train special educat~on persor~nel to eal with cultural, linguistic, and value ifferences.

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