ABSTRACT

This chapter shows, from the classroom teacher's perspective, how administrators and special school personnel can contribute to the overall multicultural education program. It explains why the cultural diversity of administrators, faculty, and staff should reflect that of the student population. The chapter explains how the communications disorders specialist can accurately distinguish between communications disorders and communications variations. Multicultural education programs and curricula may have lofty goal statements, but perhaps the best measure of school's commitment to cultural diversity is the actual cultural, ethnic, sexual orientation, gender, and racial composition of the administration, faculty, and staff. A major role of administrators is to provide learners with faculty and staff that reflect the cultural diversity of student body and community. From the perspective of the classroom educator, the special-education teacher should be considered major instructional resource. Librarians and media specialists also work with classroom educators in positive, constructive ways that demonstrate respect for and commitment to providing appropriate multicultural education experiences.