Chapter 3: Multicultural and Bilingual Aspects of Special Education

Question 1

What is multicultural education?

Answer 1

When curricula provides equal educational opportunities to students regardless of their gender, social class, ethnicity, race, disability, or cultural identitity

Question 2

In what ways can teachers inject multiculturalism into their classrooms?

Answer 2

• Introduce multicultural literature
• Use of interdisciplinary units: traditions across cultures in all areas of study
• Have a global teaching perspective
• Use parents as a resource

Question 3

What are the 5 elements of culture?

Answer 3

1. Values and typical behaviour
2. Languages or dialects
3. Nonverbal communication
4. Awareness of ones cultural identity
5. Worldview or general perspective

Question 4

What is the goal of multicultural education?

Answer 4

To promote pride in the positive aspects of ones culture, encourage understanding of culture that differ from ones own, foster positive attitudes toward cultural diversity, and ensure equal opportunities

Question 5

What are the 2 primary objectives that multicultural special ed most focus on?

Answer 5

1. Ensuring ethnicity is not mistaken for exceptionality/disability
2. Increase understanding of the subculture of exceptionality/disability and its relationship to other cultures

It is undeniable that minority groups are disproportionately identified for special education

Question 6

What are some assessment issues in multicultural and bilingual special ed?

Answer 6

• Assessments may be biased
• Predjudice against minority groups resulting in harsher opinions or less attempts at intensive instructions
• Testing needs to make accommodations so that the questions are drawing on specific experiences that the students may not have had
• Testing needs to also reduce language barriers

Question 7

How can a teacher reduce bias during assessment?

Answer 7

Rather than standardized testing using progress monitoring such as curriculum-based measurement (CBM)

Question 8

How can we improve instruction for language minority students

Answer 8

1. Emphasize use of their native language and make the transition to English when they demonstrate adequate fluency
2. Offer content instruction in English but at level that is ‘sheltered’ or constantly modified to ensure the student understands it

Question 9

____________ is a research-validated teaching strategy that may be particularly useful in helping elementary school children who are not proficient to learn English more efficiently

Answer 9

Classwide peer tutoring (CWPT) - students work together to solve problems