This article aims to analyze early intervention programs in Israel according to the Developmental Systems Model (Guralnick, 2001), in an attempt to identify strengths and areas for further development for service delivery for young children with disabilities in Israel. Early intervention in Israel is part of a comprehensive healthcare model…

Children's perceptions of the developmental opportunities afforded by school and afterschool were studied. The data support prior research showing that inequitable patterns exist, across gender, ethnicity, age, and socioeconomic status, in children's perceptions of the opportunities provided by school. Afterschool programs, conversely, are faring…

First-generation college students (FGS) often straddle different cultures between school and home. Because of this cultural disparity, FGS frequently encounter barriers to academic success and require additional support resources on campus. Simply offering more financial aid does not address the cultural and emotional challenges that these…

A developmentally appropriate curriculum can never be standardized in a multicultural community. Thoughtful teachers can use child development principles to make the new context of school meaningful, to attach new kinds of learning to what children have already achieved, and to safeguard children's growing self-image and self-confidence as their…

The issues and challenges posed to leaders by cultural differences and human diversity are not being addressed adequately in leadership education. In this article, the author proposes the concept of intercultural consciousness for inclusion in leadership training. He identifies the requisite domains of knowledge and skills associated with…

This article concerns the impact of educational reforms on young people in Bolivian society as they transition into adulthood, against the backdrop of globalisation and far-reaching structural changes. Ethnicity and cultural capital are linked in complex ways with social stratification in Bolivia. In a pluricultural society, the language of…

Applied developmental science (ADS) represents a theoretical and methodological approach to university-community collaborations that emphasizes commitment, asset building, individual differences, and reciprocity of knowledge application and generation. ADS as it has emerged at Michigan State University includes youth-oriented educational,…

Results of this review of college student retention research suggest that students from rural communities face additional challenges adjusting to large colleges and universities compared to students from urban and suburban areas. Research that describes the additional challenges faced by rural students while transitioning to large institutions is…

The author of this article discusses the needs of developmental Latino/Latina students. As a white, middle-aged, female developmental educator, she is aware of the cultural differences. She has tried telling herself that when teaching developmental English, what matters is her knowledge of English composition. Good organization, solid development,…

Individuals with disabilities tend to experience fewer successful outcomes in postsecondary transition than do youth without disabilities. Ethnically diverse learners have added challenges, such as worldviews, values, language, family involvement, level of acculturation, expectations, decision-making style, meaning of work, importance of money and…

Asserts that the teaching profession needs to recognize the natural connections between multicultural and developmental education. Presents eight steps developmental educators can take to promote pluralism, including (1) establishing a clear link between cultural pluralism and institutional and programmatic mission and goals; (2) striving for…