Ch 3 PP - Exceptional learners: Introduction to Special Education.pptx

The ppt slide is related to special education

1. Exceptional Learners: An Introduction to Special Education Fifteenth Edition Chapter 3 Justice, Equity, Diversity, and Inclusion in Special Education Copyright © 2023, 2019, 2015 Pearson Education, Inc. All Rights Reserved

2. Learning Outcomes 3.1 Understand the major issues related to justice, diversity, equity, and inclusion (J E D I) and J E D I’s connection to multicultural education. 3.2 Understand the implications of ethnicity and diversity for special education. 3.3 Understand the major issues in assessment as it pertains to culturally diverse populations. 3.4 Understand the importance of instructional equity in special education.

3. Justice, Equity, Diversity, and Inclusion (J E D I) in the United States (1 of 2) Injustice and discrimination remain central societal battlegrounds Truly civilized societies celebrate diversity Diversity is an intricate component of the human experience a significant force in the advancement of societies

4. Justice, Equity, Diversity, and Inclusion (J E D I) in the United States (2 of 2) Systemic inequalities in Identification for special education and gifted/talented programs Opportunities for enrollment in Advanced Placement courses Retention Discipline Achievement

5. Importance of J E D I in U.S. Schools (1 of 3) Focusing on J E D I promotes pride in students’ own identities promotes understanding and appreciation of differences ensures equitable educational opportunity for all students

6. Importance of J E D I in U.S. Schools (2 of 3) Providing equitable access to all students means renewed social justice efforts understanding and appreciating one another’s cultures pledging loyalty to common core values (diversity as strength rather than flaw) seeking commitment to common humanity and democratic ideals

7. Importance of J E D I in U.S. Schools (3 of 3) U.S. cultural diversity demands culturally responsive teaching Identify the specific needs of individuals with varied backgrounds Ensure that all children receive an equitable opportunity to succeed in school and life Disrupt systemic inequalities in education

8. Importance of J E D I to Special Educators: Concerns Particular concerns: How exceptionalities are related to cultural diversity How special education fits into the broader context of education in a diverse society

9. Importance of J E D I to Special Educators: Challenges Particular challenges Assessment of abilities and disabilities Instruction Socialization

10. Multicultural Education An educational construct addressing cultural diversity, equity in schools, justice, and democracy Incorporates different cultural groups to which individuals belong (e.g., race, ethnicity, class, ability/disability, gender) in the school environment and curriculum

11. Justice The just treatment of all members of society with regard to a specified public issue Equitable distribution of resources Participation in decision-making All people are treated fairly and have the same opportunities in life

12. Equity Impartiality and justice Does not mean equal Does not mean everyone gets the same thing; instead, everyone gets what they need Intentionally meeting the needs of all learners

13. Diversity Differences and experiences that occur in a group where one person or experience is different

14. Inclusion The act of making a person or thing a part of a group or collection Sharing space isn’t the same thing as being included To be included, a person must be part of the environment experience it in similar ways to the other members of the group

15. Elements of Multiculturalism Values and typical behavior Languages or dialects Nonverbal communication Awareness of one’s cultural identity Worldviews or general perspectives

16. Subcultures (1 of 4) Groups that share common characteristics within a larger culture Includes all subcategories of people Voluntary (e.g., religion, political party) Involuntary (e.g., skin color, gender) Subcultures affect behavior

17. Subcultures (2 of 4) Members share common values (e.g., justice, equality, human dignity) but differ in other ways Subcultures in U.S. Schools are increasing Immigration Greater recognition of and sensitivity to subcultures

18. Subcultures (3 of 4) Members of some subcultures (e.g., L G B T Q students, students with disabilities) Are frequently bullied or abused by others May suffer depression/other psychological disorders and/or abuse substances Diversity education can reduce bullying

19. Subcultures (4 of 4) Students from some subcultures do very well; others don’t Factors contributing to subcultures’ school performance are complex Avoid stereotyping Schools are morally obligated to provide multicultural education.

20. Purposes of Multicultural Education Promoting pride in the positive aspects of one’s cultural heritage Encouraging understanding of cultures that differ from one’s own Fostering positive attitudes toward cultural diversity Ensuring equal educational opportunities for all students

21. Teaching About Cultures: Questions Which cultures should be included? What and how do we teach about them? What cultural values and characteristics should we embrace? Which, if any, should we shun? Would we, if we could, fully sustain some cultures, alter some significantly, and eliminate others? To what extent does every culture have the right to perpetuate itself?

22. Ethnicity and Cultural Diversity in Special Education (1 of 2) Ethnic group: Common historic origin Shared identity, heritage, and tradition Value orientations, behavioral patterns, and political and economic interests often differ from other groups May be a majority or minority of people in a given country or region

23. Ethnicity and Cultural Diversity in Special Education (2 of 2) Exceptionality Group: Members share a set of specific abilities or disabilities that are especially valued or that require special accommodations within a given subculture Individuals may be exceptional in one ethnic group or subculture but not in another

24. Ethnicity and Exceptionality Three primary objectives: Ensure that ethnicity is not mistaken for exceptionality/disability Ensure that ethnicity does not inadvertently exclude individuals from receiving special education services to which they are entitled Increase understanding of the subculture of exceptionality/disability and its relationship to other cultures

25. Ethnicity Versus Exceptionality Ethnicity can be mistaken for exceptionality when one’s own group is viewed as setting the standard for all What may be viewed as deviant or unacceptable in one’s own group might be normal and adaptive in another

26. Disproportional Representation Three ethnic minority groups are disproportionally identified for special education American Indian or Alaska Native Native Hawaiian or Other Pacific Islander African American

27. Disproportional Representation of Black Students 1.4 times more likely to be identified for special education At higher risk for being identified with high-incidence disabilities, which rely heavily on clinical judgment Overrepresented in special education at least in part because of teacher bias, test bias, poverty

28. Purposes of Assessment Screening Diagnosis Identification for special education eligibility Progress monitoring Evaluating outcomes

29. Issues in Assessing Minority Students Traditional assessment practices frequently violate U.S. ideals of fairness and equal opportunity regardless of ethnic origin, gender, or disability Assessments are frequently attacked as biased Flaws in assessments and/or the assessment process result in misrepresentation of the abilities/disabilities of ethnic minorities and exceptional students Results in overrepresentation in special education rather than improved programming

30. Improving Assessment Progress monitoring Curriculum-based measurement Outcome measures Testing accommodations Administration modifications Use of bilingual dictionary Testing in native language

31. Response to Intervention and Multilingual Special Education Traditional standardized tests fail to consider cultural diversity focus on deficits in the individual alone don’t provide useful instructional information R T I relies on quality instruction and may prevent falling behind R T I relies on C B M rather than standardized testing

32. Equity Issues in Identifying Special Gifts and Talents Assessor/assessment bias Nomination process Universal screening is likely to increase equity and representation in gifted and talented programs.

33. Effective Teaching for All Students Use instructional practices proven effective for all students (e.g., C W P T, direct instruction) Create an atmosphere accepting of cultural differences Use strategies that are involvement-oriented, interactive, personalized, and cooperative

34. Discipline Two critical considerations How the teacher’s approach to discipline meshes with the parents’ child-reading practices The teacher’s sensitivity to cultural differences in responses to discipline

35. Improving Instruction for Language-Minority Students Bilingual special education is controversial and complex Approaches Native-language emphasis Sheltered-English Must balance skill-building and meaningful/relevant language use C W P T and peer tutoring appear to be effective strategies

36. Effective Reading Instruction Reading requires the integration of many subskills E L L s who are learning to read often have difficulty, particularly in comprehension Explicit literacy instruction produces significant improvements for E L L s Print-rich environments and literacy-related home activities are important

37. Concluding Thoughts Teaching in a multicultural society demands attention to the multiple identities that students may have Education should promote understanding and acceptance Building pride in identity is important for exceptional students We should teach students in ways that encourage advocacy, social change, and celebration of differences

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