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A must see for those concerned with the protection of cultural diversity. This site provides information on the many faceted projects related to world culture conducted by UNESCO. It also includes a link to the Web site for the historic UNESCO "World Heritage" site.

"The American Indian College Fund's motto is educating the mind and spirit. We achieve this by providing Native students with scholarships and providing financial support for the nation's 33 accredited tribal colleges and universities, which incorporate American Indian culture and language into their curriculum to honor our students' heritage and Native identity. Established in 1989, the American Indian College Fund is the nation's largest and highest-rated American Indian scholarship organization. "

"American Indians have an enduring heritage of connections with the natural universe. These connections are the focus of Carnegie Museum of Natural History's Alcoa Foundation Hall of American Indians. Through exploration of four different visions of living in and with the natural world-those of the Tlingit of the Northwest Coast, the Hopi of the Southwest, the Iroquois of the Northeast, and the Lakota of the Plains-North, South, East, West: American Indians and the Natural World examines the belief systems, philosophies, and practical knowledge that guide Indian peoples' interactions with the natural world. Though all of these peoples have chosen different pathways and strategies for making a life in their various environments, one similar concept is voiced by all-that a reciprocal connection exists between people and the world. "

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these a€ ect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved signi®cantly by using instructional programs and practices that re¯ect their cultural heritages, experiences, and perspectives. Several components of this ``culturally responsive teaching'' are explained, along with some research ®ndings about its e€ ects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these affect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved significantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives. Several components of this ``culturally responsive teaching'' are explained, along with some research findings about its effects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.