ch5 Flashcards
PURPOSES AND APPROACHES
TO EDUCATION
-Culturally & Linguistically
responsive education education
emanated from the belief that the
educational needs of children from
culturally diverse backgrounds
were not being met
▪ So…what is the purpose of
education in the United States?
PURPOSE OF EDUCATION IN US
▪ Produce literate citizens
▪ Presumably intended for everyone
MODIFIED CULTURAL PLURALISM
AND THE ROLE OF EDUCATION
Encourages the idea of cultural
groups retaining unique
characteristics but also building
relationships across cultures
* Social capital- 1)strengthens
culture characteristics within a
group and 2)promotes formal
social ties across cultures
MODIFIED CULTURAL PLURALISM
AND THE ROLE OF EDUCATION
- Cultural differences have strength
and value - Schools should be models for the
expression of human
rights and respect for cultural
differences - Social justice and equality for all
people should be paramount
in the design and delivery of
curricula - Attitudes and values necessary
for the continuation of a
democratic society can be
promoted in schools - Schooling can provide knowledge,
dispositions, and
skills for the redistribution of power
and income among cultural groups - Educators working with families and
communities can
create an environment that is
supportive of multiculturalism
CULTURALLY AND
LINGUISTICALLY DIVERSE
EDUCATION
Culturally and linguistically diverse
education no longer supports the
perspective that schools should
minimize cultural differences
Schools should encourage students to
gain information and competence in
multiple cultures, including attention to
cultures worldwide
A complete education must include
recognition of the roles of many
people in shaping our country and
world and must foster respect and
appreciation
PREVALENCE AND
DISPROPORTIONALITY
Prevalence – the number of people in a given population who exhibit a condition or particular state; it is determined by counting how often it occurs
- Disproportionality – is the over- or
underrepresentation of a specific cultural group represented within a specific setting when compared to the percentage of their
representation in the general population
POVERTY & MIGRANCY
-20% of children living in poverty in the US
* African American children have the highest rate of
poverty at 39%
* The highest level of child poverty is with single
mothers (45%)
* Highest number of immigrants coming from Mexico
* Other immigrants come seeking asylum
- Poverty and academic language are directly
linked to how successful a child will be in
academic settings.
* All learning is language based
* Vocabulary development is a critical element of
language development and school readiness
* Language experience and exposure at home sets
the foundation for academic readiness
* By age 6 children in poverty have 5,000 word
vocabularies compared to 20,000 word
vocabularies for children with language rich
environments
Academic Language ability ranges from:
- Not having any understanding of the language at
all - Being able to communicate in informal social
settings with friends due to basic interpersonal
communication skills (BICS) - Being able to succeed academically due to their
cognitive/academic language proficiency
(CALP)
DISPROPORTIONALITY OF CULTURALLY
DIVERSE CHILDREN IN SPECIAL EDUCATION
- Student risk for academic
failure – - diverse cultural backgrounds
- limited background for speaking
English - Poverty
- This does not mean they qualify
for special education services
Migrancy in Schools
- Move frequently
- Different schools or districts use different programs
for teaching skills - No/little access to programs for support due to
short term enrollment - Schools are required to enroll undocumented
students, but… - Must have vaccines
- Documentation of health information
- Proof of residency
EMERGENT BILINGUAL
LEARNERS EBL
Low proficiency in English and their native language
= more likely to receive special education services IF school has a high rate of EBL students
* Lower EBL population = underrepresentation in special Education
- EBL identified for Special Education
underrepresented in lower grades and
overrepresented in in grades 3 and up
learning vs acquisition
learning vs acquisition slide 21
MULTIDISCIPLINARY COLLABORATION IN
MEETING THE NEEDS OF CULTURALLY AND
LINGUISTICALLY DIVERSE STUDENTS
Collaborating on nondiscriminatory and assessment
* The history of assessment and accountability raises
serious issues of accuracy, fairness, and the ability to
provide appropriate services to diverse populations
* Assessments often discriminate or are biased against
children from ethnically and culturally diverse
backgrounds
* Court cases and IDEA have promoted certain
practices
Culturally and Linguistically Responsive Teaching
deficit education models
cultural bias
attitudinal bias
Most children from diverse backgrounds do not
require special education
Test Bias
A test or testing procedure that fails to
document the same level of performance by
individuals from mainstream and diverse cultural
backgrounds
PARENTAL INVOLVEMENT
Funds of knowledge
* Although IDEA specifically requires parental
involvement, differing socio-cultural mores may affect
parents’ participation in the educational
programming
* Some parents are reluctant or afraid to interact with the
educational system
* The manner in which parents are involved is important to
achieving maximum benefit
* Beliefs regarding disability and specialized services may differ
from the cultural majority
* Sensitivity to interpersonal communication
* Some behaviors that suggest a disability in need of special
education assistance may be viewed as normal in some
cultural environments
* Some level of cultural bias and insensitivity is present in many
aspects of professional work, such as research
Measurement Bias
procedure errors during
testing, leading to unfair or inaccurate test results
that do not reflect the students actual mental
abilities or skills
EDUCATING STUDENTS WITH
DISABILITIES FROM CULTURALLY
DIVERSE BACKGROUNDS
Individualized Education
* IEP must consider cultural factors, such as language
differences, as well as learning and behavior
disabilities and may have to provide for specialized
instruction
* IEP goals should not perpetuate cultural stereotypes
* Selection of culturally appropriate instructional
materials
Assessment
Reliance on academic and psychological
assessments discriminated against Latino students
(Diana v. State Board of Education 1970, 1973) and
African American students (Larry P. v Riles 1972, 1979).
Evaluation must involve a multidisciplinary team using
several sources of information in making placement
decisions
OTHER MULTICULTURAL AND
DIVERSITY ISSUES
Children Living in Poverty
Poverty may contribute to children from culturally different
backgrounds experiencing academic difficulties and being referred
to special education
* Birth complications occur more frequently among low
socioeconomic
and nonwhite populations
* Individual and environmental circumstances found most frequently in
impoverished households place children at greater risk
* Poverty is more prevalent among populations having multicultural
educational needs and is also associated with homelessness and
academic risk
