Abstract

A framework is presented to help teachers become aware of classroom modifications possible in the regular classroom and to determine whether to refer IndoChinese students to special education when their needs cannot be met through modifications. Services that can be provided both before and after the child becomes a participant in a regular classroom setting are discussed. Pre-enrollment services involve student assessment/evaluation and establishment of language classes in which students are transitionally placed to facilitate an eventual assignment to a regular classroom. Post-enrollment services include: teacher knowledge of the child's background, appropriate curriculum materials, an accepting classroom environrat, support services (such as English-as-a-Second-Lanugage instruction and consultation with specialists and culturally knowledgeable resource people), modifying the classroom format, and additional offerings to supplement the regular classroom. Factors causing poor learning may include quality of service, the child's health, lack of educational experiences, failure to adjust to the educational environment, anti-learning behaviors, and emotional factors. Before referring to special education, the teacher should be informed about legal implications, placement criteria, and program and service availability. (SW) Reproductions supplied by EDRS are the best that can be made from the original document.