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Foreword | ||
Preface | ||
About the Editors | ||
About the Contributors | ||
Pt. I | Foundations of Educational Change | 1 |
1 | School Accountability and Reform: Implications for African Americans With Exceptionalities | 3 |
2 | Legal Foundations of Special Education for African American Learners | 17 |
3 | Functionalizing Assessment for African American Learners in General and Special Education Programs | 27 |
4 | Categorization: Impact on African American Learners With Exceptionalities | 41 |
Pt. II | Managing Learning Environments | 53 |
5 | Instructional Strategies for African American Learners With Cognitive Disabilities | 55 |
6 | Working With African American Students With Specific Learning Disabilities | 67 |
7 | Interventions for African American Learners With Behavioral Problems | 79 |
8 | Maximizing the Learning Potential of African American Learners With Gifts and Talents | 95 |
9 | Communication Skills of African American Learners With Disabilities | 107 |
10 | Developing Self-Empowerment in African American Learners With Special Problems | 119 |
Pt. III | Complementing the School Environment | 133 |
11 | Service Delivery for African American Young Children With Special Needs | 135 |
12 | African American Families: Equal Partners in General and Special Education | 145 |
13 | African American Community Resources: Essential Educational Enhancers for African American Children and Youth | 159 |
14 | Transitioning African American High School Students With Disabilities | 175 |
15 | Teacher Preparation for African American Exceptional Learners: A Cultural-Historical Approach | 191 |
16 | Culturally Responsive Leadership for African Americans With Exceptionalities | 205 |
17 | Summary Comments: Race, Class, Gender, and Exceptionality of African American Learners | 217 |
Index | 225 |
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