The purpose of this study was to more fully understand what strategies and interventions were successful for selected districts in Connecticut. This study was undertaken as a collaborative venture with the Connecticut State Department of Education, WestEd's NERRC,and the National Center for Culturally Responsive Educational Systems.
This document is the result of an expressed interest on the part of the Region 1 State Directors of Special Education for information about where to find translation and interpreting resources.
This document reviews the work NERRC has conducted in the area of disproportionate representation in Region 1 states. It also includes a variety of resources and links on this topic.
States have worked hard to increase the cultural, racial, and ethnic diversity of state steering committees and other groups. Such efforts often fail to achieve the diversity that reflects the composition of the communities within their states and of the children and families receiving special education services under the Individuals with Disabilities Education Act. This issue addresses this concern.
In this issue of NERRC Conference Coverage, state departments of education staff and local school district staff from the northeastern states discuss the education of English learners and students with disabilities, within the context of whole language minority students with and without disabilities. Also included in this issue are strategies developed by state and district teams that address issues specific to cultural and linguistically diverse learners: assessment, placement, instructional practices, and parent involvement.
The conference was cohosted by NERRC and its partners at the Office for Civil Rights (Boston and New York Offices), the New England Equity Assistance Center, the Northeast and Islands Regional Educational Laboratory at Brown University, and the Northeast Technical Assistance Alliance for Parents Center.
