Special Education: Contemporary Perspectives for School Professionals Fourth Edition. Marilyn Friend. Kerri Martin, Contributor

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1 Special Education: Contemporary Perspectives for School Professionals Fourth Edition By Marilyn Friend Kerri Martin, Contributor 0

2 Multicultural Perspectives Chapter 3 1

3 Objectives Explain the concept of culture. Describe how culture affects the learning process. Analyze the disproportionate representation of students, explaining factors that contribute to this situation and the role of response to intervention in improving it. Identify recommended educational practices for diverse students in special and gifted education. Discuss challenges to and opportunities for developing collaborative relationships with racially and ethnically diverse families. Summarize issues and trends influencing the education of diverse students in special and gifted education. 2

4 Understanding Culture Culture: A complex system of underlying beliefs, attitudes, and actions that shapes the thoughts and behaviors of a group of people, distinguishing them from other groups (Nieto & Bode, 2012). Values: cultural elements deemed most important by a society Dominant culture: the culture of those in power in the US 3 Book title, #

5 Elements of Culture Values Individualism vs. interdependence Language Importance of concepts is reflected in language Perspective and worldviews 4 Book title

6 Macroculture and Microculture Macroculture Overarching cultural aspects of a society (i.e., American ) Microculture Subgroups having distinguishing characteristics within a society (e.g., socioeconomic status, language, dialect, values) 5

7 Culture and Race Racial isolation is still common Complex relationship between culture and race Influenced by many factors Don t make assumptions about a family s culture based on their race 6

8 The Content of Instruction American schools largely shaped by a white male perspective Knowledge construction process (the way in which a particular framework is used to develop, approve, and disseminate new information) is not generally studied in school 7

9 Cognitive Styles Field independence Analytical Focus on specifics, less on context Learn best in discrete, incremental steps Field sensitivity Holistic approach Focus on broader concepts before details Learn best through hands-on, authentic tasks 8

10 Effects of Cultural Dissonance A significant discrepancy between two or more cultural frames of reference. Academic challenges Field-sensitive students may perform poorly on lessons that focus on step-by-step analytical thinking Behavior Challenges Students may be punished for behaviors that are culturally based Students may feel alienated and isolated 9

11 Representation in Special Education African American students are identified as intellectually disabled nearly three times more than their non-african American peers They are over twice as likely to be identified as having emotional or behavioral disabilities Students in the Asian/Pacific Islander group are identified for LD, EBD, or ID far less than any other group of students Non-Caucasian student groups, especially African American, tend to be served in placements that separate them from their nondisabled peers more often than students who are Caucasian 10

12 Why Disproportionality Matters Stigmatization associated with labeling Educators have lower expectations for the labeled students Leads to a self-fulfilling prophecy Reduced opportunities to interact with typical students 11

13 Representation in Gifted Education African American and Hispanic students, in particular, are represented in smaller percentages in gifted education than would be expected Caucasian students comprise 71.2 percent of all students and 81.4 percent of students in gifted programs 12

14 Factors Contributing to Disproportionate Representation Poverty Increased exposure to lead Increased exposure to toxins Lack of prenatal care Poor nutrition Systemic bias: favoritism that occurs at multiple levels within a society or institution Curriculum and instruction Teacher attitude Special education referral process 13

15 Recommendations for Addressing Disproportionate Representation Better teacher preparation Improved behavior management strategies Prevention and early intervention Increased attention to possible bias in assessment Increased family involvement 14

16 Promising Practices in Referral and Identification 1. Redesigning the prereferral process Can teacher work effectively with students from diverse populations? Is teacher knowledgeable with respect to the student s culture? Does curriculum incorporate aspects of cultures? Does instruction address the student s language characteristics? Does instruction reflect the student s cognitive style? The overall quality of instruction and opportunity to learn? 15

17 Promising Practices in Referral and Identification, cont. 2. Alternative assessment strategies Portfolio assessment Performance assessment Curriculum-based assessment 3. Universal screening and early intervention 16

18 Promising Practices in Instruction Differentiated instruction Learning contracts Tiered lessons Universal design for learning Multiple modes of presentation and response Multicultural education Content integration knowledge construction Prejudice reduction Equity pedagogy empowering school culture 17

19 Instruction for English Language Learners In 2010, 21% of school-age students spoke a language other than English at home, up from 10% in Bilingual education Transitional approach Maintenance approach English as a second language (ESL) Sheltered English 18

20 M 2 ECCA Framework Methods of instruction Materials of instruction Environment of the classroom Content of instruction Collaboration in instruction Assessment process 19

21 Participation of Parents and Families who have Diverse Learners Factors educators directly influence Inaccurate beliefs about family concern Use of one-size-fits-all approach Different cultural conception of disability Factors beyond the influence of educators Family preconceived ideas about schools Socio-economic realities that interfere Stress of having a child with a disability 20

22 5 Steps to Developing Collaborative Relationships with Parents 1. Intake and assessment (determine needs) 2. Selection of goals 3. Planning and implementing activities 4. Evaluation of activities 5. Review the process 21

23 Issues Affecting the Education of Diverse Exceptional Learners Geography as an element of diversity Urban education Equity issues School choice programs Teacher preparation Rural education Disability identification and access to services Teaching conditions Sexual Orientation 22

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element