Exceptional Learners - chapter two.pptx

Exceptional Learners

1. Exceptional Learners: An Introduction to Special Education Fourteenth Edition Chapter 3 Multicultural and Bilingual Aspects of Special Education Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved

2. Learning Objectives 3.1 Understand the major issues in multicultural education and bilingual education and their implications for special education. 3.2 Understand the major issues pertaining to disproportionate representation of ethnic minority students in special education. 3.3 Understand the major issues in assessment as it pertains to culturally diverse populations. 3.4 Understand the major issues of instruction for culturally diverse populations.

3. The United States and Multiculturalism What are the purposes of multicultural education? Build a diverse and just society which includes: Personal freedom and pride of all cultural groups Respect for others’ cultural heritage Seek a commitment to our common humanity What are the challenges of multicultural education? Cultural groups’ views of themselves Difficulty agreeing on any specific curriculum Determining a common cultural literacy

4. Education and Cultural Diversity (1 of 2) How is culture defined? Most definitions include : Values and typical behavior Languages or dialects Nonverbal communication Awareness of one’s cultural identity World views or general perspectives What about subcultures? Subcultures Share common characteristics of the larger culture Include individuals with various distinctions (e.g., political party, gender, disability, ethnicity, gender identity) Some are voluntary (e.g., political party), some involuntary (e.g., skin color, disability)

5. One Culture = Many Subcultures

6. Education and Cultural Diversity (2 of 2) Consider ethnicity and exceptionality … Multicultural special education must ensure that ethnicity is not mistaken for disability .

7. Ethnicity is not equal to Exceptionality Ethnic Groups Common historic origin; shared identities, heritage, traditions Behavior patterns; political and economic interests Exceptionality Groups Share a set of abilities or disabilities that are especially valued or require special accommodation

8. Disproportionate Representation

9. Assessment Issues in Multicultural and Bilingual Special Education Purposes of assessment include: Screening Identification for special services Progress monitoring Outcome evaluation Challenges with assessment include: Difficulty assessing students with special needs Bias against abilities of ethnic minorities Testing bias

10. Improving Assessment Progress monitoring Curriculum-based measurement Outcome measures Search for culture-free and culture-fair tests Testing accommodations Administration modifications Use of a bilingual dictionary Use of native language Careful use of Response to Intervention Recognizing gifts and talents

11. Effective Teaching for All Students (1 of 2) Instructional Issues Select effective instructional strategies and programs that have been validated with students regardless of ethnicity Consider approaches that are equally effective for students with disabilities (e.g., C W P T , Direct Instruction) Create an atmosphere of acceptance of cultural differences Implement teaching strategies that are interactive, individualized, personalized, and cooperative Teacher sensitivity to cultural differences in responses to discipline Teaching tolerance and appreciation of differences

12. Effective Teaching for All Students (2 of 2) Disciplinary Issues Teachers may be ethnocentric, believing that their own views of discipline are right based on their own cultural values Teachers should be sensitive to the values of students and families as they relate to classroom discipline Teachers should consider ways to teach an understanding and appreciation for differences of all kinds

13. Improving Instruction for Language Minority Students (1 of 2) Native-language emphasis: taught for most of the day in native language; make transition to English later Sheltered-English approach: receive instruction in English most of school day from the beginning Balance between language skill building and language meaningful to lives and interests Use of classwide peer tutoring offers opportunities for authentic interaction Implement effective reading instruction

14. Improving Instruction for Language Minority Students (2 of 2) Native-language emphasis: taught for most of the day in native language; make transition to English later Sheltered-English approach: receive instruction in English most of school day from the beginning Balance between language skill building and language meaningful to lives and interests Use of classwide peer tutoring offers opportunities for authentic interaction Implement effective reading instruction

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