Hardman 12e ppt_05

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Chapter FiveCULTURAL AND

LINGUISTIC DIVERSITY

LEARNING OBJECTIVES(slide 1 of 2)

5-1 Describe how the lives of student with disabilities from culturally and/or linguistically diverse backgrounds have changed since the advent of IDEA.

5-2 Describe the purposes and approaches of bilingual/ESL education and culturally and linguistically responsive education.

5-3 Describe population trends among culturally and linguistically diverse learners, especially prevalence by race and ethnicity, speakers of other languages, poverty, and migrancy.



LEARNING OBJECTIVES(slide 2 of 2)

5-4 Describe how these population trends affect public education.

5-5 Identify ways that public schools can decrease the disproportionality of culturally diverse learners (CLDLs) in special education and significantly improve their education.

5-6 Describe culturally and linguistically responsive special education that supports student learning for CLDLs.

5-7 Identify promising changes in public education that support culturally and linguistically diverse learners with disabilities.

5-1 A CHANGING ERA IN THE LIVES OF STUDENTS WITH DISABILITES…• Students with disabilities from culturally

and/or linguistically diverse backgrounds have been underserved in the education community.

• Although not all children from diverse backgrounds need special education, specialized instruction through general education may meet important needs.


5-2 PURPOSES AND APPROACHES OF REPSONSIVE EDUCATION

• Multicultural education evolved from the belief that the educational needs of children from culturally or linguistically differing backgrounds were not being met.

• Purpose of education in the United States– Basic purpose is to produce literate and

economically productive citizens.– ESEA of 2001, also known as NCLB,

acknowledged for the first time that all children are to have access to education.


5-2a DUAL-LANGUAGE IMMERSION/ ESL EDUCATION AND ITS ROLE

• Debate on the “right way” to provide effective teaching and education– EBLs learning English as target language do

well in bilingual education programs.– This approach is resisted.

• Belief that learning English should be a quick process

• EBL programs work best with large groups of linguistically similar students.


5-2b CULTURALLY/LINGUISTICALLY RESPONSIVE EDUCATION & ITS ROLE• Intended to reduce discrimination and

provide tools necessary to see positive changes in how schools support the learning of CLDLs– Cultural responsiveness: “ability to learn

from and relate respectfully with people” from your own and other cultures


5-3 POPULATION TRENDS AMONG CLDLs IN THE USA (1 of 2)

• Prevalence: number of people in a population with a given characteristic

• Disproportionality: overrepresentation or underrepresentation of specific subgroup when compared to their representation in the general population


5-3 POPULATION TRENDS AMONG CLDLs IN THE USA (2 of 2)

• Cultural and ethnic diversity• Language diversity• Poverty• Migrancy

– Children from migrant families– Unaccompanied minors


2015 Population Profile 1990–2060Figure 5.1


U.S. Poverty Rates: 2007-2011 by Selected Characteristics

Figure 5.2


5-4 EFFECT OF POPULATION TRENDS ON SCHOOLS

• Language learning– Types of English learners– L1 expertise

• Poverty– Complex set of influential factors on academic

performance, cognitive development, and general health

• Migrancy– Significant challenges


5-5 DECREASING DISPORPORTIONALITY OF CLDLs

• Culturally and linguistically responsive teaching– Vital connections among and between

classrooms, families, and communities– Safe environments– Reduce cultural bias and attitudinal bias

• Increasing parent involvement– Funds of knowledge: personal experiences

and knowledge


5-5a CULTURALLY & LINGUISITICALLY RESPONSIVE TEACHING (1 of 2)

• CRT model: practice that addresses challenges by forming positive relationships with families.

• Deficit education model: practice that first determines what specific academic skills a child is lacking before planning educational interventions.


5-5a CULTURALLY & LINGUISITICALLY RESPONSIVE TEACHING (2 of 2)

• Most children from culturally or linguistically diverse backgrounds do not require special education.

• Most do require specialized services in the general education settings.

• Teachers need training in providing appropriate instruction for CLDLs.


5-5b INCREASING PARENT INVOLVEMENT

• Factors that may interfere with involvement:– Lack of understanding of school culture/process– Past negative experiences– Perceived legal risk– Interpretation needs

• Factors that support involvement:– Building relationships with families– Learning their funds of knowledge


5-5c NONDISCRIMINATORY AND MULTIDISCIPLINARY COLLABORATION

Collaboration between parents and school professionals:

– Classroom teacher– Assessment specialist– Special education teacher– ESL specialist– School administrator

in planning for the individual needs of a child


5-5d CULTURALLY & LINGUISTICALLY RESPONSIVE ASSESSMENT

• Responsive assessment– Free from assessment, measurement, and

test bias– Avoiding measurement bias

• Use professional judgment to bridge gap between quantitative and qualitative data

• Use authentic assessment


5-5e LANGUAGE ACQUISITION

• Based on developmental stages and experience

• Teachers must have experience in language acquisition

• Have appropriate related services for language acquisition and language-rich instructional interventions


5-5f PROPER TRAINING OF PROFESSIONALS

• Must have constant awareness of:– Potential bias due to language and cultural

differences– Factors that mask students’ true abilities

• Gather information about children’s funds of knowledge


5-6 CULTURALLY RESPONSIVE SPECIAL EDUCATION

• Determination of strengths and needs of the child as established by a team of professionals and parents

• Development of IEP to provide services to meet those needs

• Placement in the LRE setting to allow for maximum extent appropriate education with peers without disabilities


LOOKING TOWARD A BRIGHT FUTURE

• Linguistic and cultural diversity are more visible now.

• Educational practices are more responsive.• Authentic assessments used more.• Data gathering is more effective.• Vital role of developing academic language.• Explosion in research about CLDLs.


CASE STUDY: ANA

• Background• Ana’s needs • School supports• Family’s knowledge
