ABSTRACT
Never before has the need for culturally sensitive classroom interventions been more evident than now given the following trends and reports. School communities in rural areas that have traditionally been white/Euroamerican and English speaking are struggling to provide appropriate instruction and procedures to meet the needs of their rapidly changing clientele (U.S. Department of Commerce Bureau of the Census, 1991; U.S. Department of Education Office for Civil Rights, 1992). Latinos are the fastest growing student group in public schools. Many of these are newcomers who are spurred by the proliferation of jobs and relatively little competition for the factory and farm work positions in these geographic areas. The children of the new residents enter school often with limited formal educational experience (Katz, 1996).
