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143 - Multicultural > Test 1 > Flashcards

Test 1 Flashcards

1
Q

The shared beliefs, traditions, and values of a group of people that are used to define their social identity

A

Culture

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2
Q

A classification that distinguishes groups of people from one another based on physical characteristics such as skin color. It is a statement about a person’s biological attributes.

A

Race

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3
Q

Social definition of groups of people based on shared ancestry and culture. Includes race and also factors in customs, nationality, language, heritage

A

Ethnicity

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4
Q

The view that one’s own culture is right and all other ways of doing things are unnatural, inferior, or even barbaric.

A

Ethnocentrism

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5
Q

Other ways of doing things are different, but equally valid. The goal is to understand people’s behavior in its cultural context.

A

Cultural relativism

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6
Q

When was the original IDEA?

A

1997

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7
Q

When was the revision to IDEA made?

A

2004

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8
Q

What was a consideration when reauthorizing IDEA?

A

Revisions were made from the 1997 IDEA due to the overrepresentation of non-native English speaking and ELL children in sped.

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9
Q

IDEA 2004 - Assessment

A
  • Procedures and materials used to evaluate a child must be provided and administered in that child’s native language or mode of communication unless it is clearly not feasible to do so.
  • Administering assessments in a child’s native language will help differentiate differences from disorders and will reduce inappropriate diagnoses of disability
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10
Q

Suggestions for increasing Cultural Competence (10)

A
  1. Team up with members of the community
  2. Read
  3. Visit students homes
  4. Evaluate your assumptions and values
  5. Consider the student’s needs in the larger context of the family and community
  6. Consider the value system of the family when setting goals
  7. show your interest
  8. Talk with people from a variety of backgrounds
  9. Ask students to share
  10. Learn basic communication skills in the students language
  11. Students from different backgrounds may begin school with different assumptions about the world
  12. Learn to pronounced student’s actual names
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11
Q

Cultural variables that influence behavior

A
  • Education level
  • Country of birth
  • Length of residence
  • Languages spoken
  • gender
  • age
  • SES
  • religion
  • neighborhood
  • generational membership
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12
Q

Multicultural challenges for SLPs

A
  • Increase of ELLs in school, not not enough professionals to serve them
  • SES can impact learning
  • Helping ELLs with LI achieve demands of Common Core
  • Keeping up with tech advances
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13
Q

Suggests enthographic interviews with broad, open-ended questions (eg: tell me about how Filipinos view communication disorders)

A

Kohnert, 2013

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14
Q
  • Meta-analysis of research
  • Ch entering kinder have observable achievement gaps even before learning to read
  • Most salient child characteristics that predict success are SES and race
  • Low SES, non-white children lag behind
A

Conner, et al, 2010

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15
Q

What did a National reading test show about ELLs?

A

Only 3% scored at or above proficiency, compared with 34% of non-ELLs

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16
Q

Top 5 Countries that immigrants came from?

A
  1. Mexico
  2. China
  3. India
  4. Philippines
  5. Dominican Republic
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17
Q

Leading states of residence of refugees

A
  1. Texas
  2. California
  3. New York
  4. PA
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18
Q

Locke’s (1998) 4 levels of acculturation

A
  1. Traditional
  2. Marginal
  3. Acculturated
  4. Bicultural
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19
Q

Traditional:

A

Individuals do not adapt to new culture and continue to adhere solely to the practices and values of their culture of origin

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20
Q

Marginal:

A

Individuals adapt minimally to the new culture

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21
Q

Acculturation:

A

Individuals adapt to the new culture but lose some parameters of their culture of origin

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22
Q

Bicultural:

A

Individuals retain strong ties with their culture while successfully adapting to the new culture.

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23
Q

Some concerns and challenges of immigrant/refugee families

A
  • Tensions: poverty, jobs and credentials not accepted here, adjustment to schools, language difficulties
  • Loneliness
  • DIscrimination
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24
Q

How can we help?

A
  • Talk to them about how intervention will help the family as a whole
  • involve them in the action plan
  • invite them into the classroom/therapy room
  • bring in another person from their culture to help them understand
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25
Q

Acute movement

A

Haven’t planned to leave their countries and are not prepared for it. They can experience many traumas and sometimes abuses during their flight and are ill-prepared to adjust the their new country.

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26
Q

Anticipatory move

A

Refugees who anticipate leaving their country and resemble voluntary migrants

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27
Q

Basics of Islam

A
  • 2nd largest religion in the world (after Christianity); 7% of US
  • Not homogeneous
  • religion is not separated from political and social life
  • no AOD, no pork
  • Patriarchal with modest dress for women
28
Q

5 Pillars of Islam

A
  1. Belief in one God and Muhammed was last and final prophet
  2. Prayer at 5 specific times per day, toward Mecca
  3. Alms tax
  4. Fasting - Ramadan
  5. Pilgrimage to Mecca once during a muslim’s lifetime
29
Q

Basics of Buddhism

A
  • “Enlightened One” - not considered a god, no claims to divinity
  • Karma
  • Reincarnation - all beings are sacred and we are born again until enlightenment is achieved
  • Nirvana - liberation from reincarnation. Highest spiritual bliss
  • 4th largest religion, 7% of US, 3/4 converts
  • Focused on the present moment
  • May regard illness as a personal failure or lack of spirituality; the family is at fault
30
Q

Basics of Confucianism

A
  • Established by a chinese philosopher
  • approx 6 million followers, primarily in China
  • terms “god” and “heaven” are synonymous
  • did not discuss life after death - focus on full realization in the present life and bringing vitality and prosperity to family
  • People need to follow fate and seek harmony rather than attempt to change it
  • Education is extremely important
  • Hard work is prized
  • individualism is deemphasized - the group is better
  • Superior role of male with family, community, society; women have important roles in shaping children
31
Q

4 Principles of Buddhism

A
  1. All life is suffering and inevitably sorrowful
  2. People suffer because they experience craving, are attached to the world, and are not content
  3. One must eliminate desire to be rid of suffering and attachment
  4. One can eliminate desire by living a virtuous life of careful discipline and moral conduct.

The 8 fold path of enlightenment - correct view, intent, speech, conduct, means of livelihood, endeavor, mindfulness, and meditation

32
Q

5 Virtues of Confucuanism

A
  1. Jen - ideal relationships between people (benevolence, love, virtue)
  2. Li - sociopolitical order (ceremony, rights, courtesy, etiquette)
  3. Yi - appropriateness, obligation, righteousness
  4. Zhi - wisdom or understanding
  5. Xin - trustworthiness
33
Q

Implications of families’ religious beliefs

A
  • Specific family member may be the spokesperson - inappropriate to address the wrong family member
  • Grandparents may have final say if family believes in seniority and authority based on age
  • Can be helpful to consult with an Imam to help understand religious variables
  • may be inappropriate to have any physical contact with opposite gender
  • Don’t sit with bottom of feet towards Muslim
  • Dress modestly
  • May not want home-based services
  • Be conscious of religious holidays or services, Ramadan
  • be careful of directness
  • may believe disabilities are caused by god, fate
34
Q

Aging Stats

A

Whites are the the oldest and hispanics are the youngest groups in the US - not equally divided

35
Q

Income Stats

A

Asians are the best off, financially and African Americans are the poorest - not equally distributed

36
Q

Cultural Make up of the US

A

More than 200 different ancestral groups and 20% of population over 5 speak a language other than English at home.

37
Q

Primary religion of Anglo Americans

A

75% Christian. However, 25% of young americans are not affiliated with any religion

38
Q

Characteristics of “mainstream” Anglo European Americans in terms of family life

A
  • Nuclear households - separate ages
  • Children and elderly cared for by outsiders
  • Mother responsible for everything (not extended family or neighborhood)
  • Less traditional husband-wife households
  • Many family members don’t live near each other
  • 11 million children under 5 are in daycare
  • 4 in 10 US adults between 3- and 64 are caring for a sick or elderly family member
  • children encouraged to be independent
39
Q

Characteristics of “mainstream” Anglo European Americans in terms of Education and literacy

A
  • Education is compulsory for kids from 5-16
  • Education is major factor for professional and social opportunity
  • Children expected to attend college
  • Parent participation is expected and valued
40
Q

Cultural Customs and Beliefs (anglo american)

A
  • Materialism
  • Success
  • Eating as a necessity
  • Competition
  • Personal control over circumstances
  • Work/goal oriented
  • directness, honesty, openness
  • informality
  • people defined by work
  • challenge authority
41
Q

Anglo Mainstream communication characteristics

A
  • straightforward, precise, specific
  • impolite to ask personal questions
  • Friendliness and informality
  • space bubble - 2 feet apart
  • very little preamble or small talk
  • children encouraged to speak up and have opinions heard, thoughts, needs, etc
  • Electronic communication is big
42
Q

McMahan, 2012 (rususa) re Individualism and work

A
  • Individualism: person’s own desires are greated than those of the community
  • Work: you are what you do
  • Average worker spends 2+ weeks more on a job than 20 years ago
  • less vacations and maternity leave
  • free time, family time is limited
  • “time saving devices” mean more work
43
Q

Common stereotypes about americans

A
  • free to do whatever we want
  • talkative, friendly, open, honest
  • generous with those in need
  • loud
  • materialistic and rich
  • highly immoral
  • rude
44
Q

Anglo-American Healthcare

A
  • Life expectancy increasing
  • Chronic disabilities from bad food, obesity, smoking, lack of activity, alcohol use
  • focus is on cures rather than prevention
  • increase in number of cancer cases
  • Health and fitness are popular trends, especially on the west coast
  • Doctors separate illnesses of the body and the mind
  • Rely greatly on technology
45
Q

General Background for AA

A
  • Involuntary immigrants
  • Still experience discrimination
  • strong work and family ethics
  • Educational and income gap / poverty
  • 64% AA children live in low income homes
  • AA girls and young women are the fastest growing group of incarcerated young people in US
46
Q

Religion in AA Communities

A
  • deeply religious
  • church plays a major role
  • Many hours a week at church, all day sunday
  • Good to include pastor, church members, bible study friends, etc in the therapy
47
Q

AA family life

A
  • extended family networks - economic and emotional support
  • high value on heritage, pride, family members, cultural uniqueness
  • emphasize group interest
  • obedience to elders
  • authoritative parenting, discipline with love,
  • children encouraged to be kids and enjoy play
  • men are more accepting of doing “women’s work” around the house
  • Family usually built around a maternal person
48
Q

AA Education and Literacy

A
  • Ed is viewed as important and desirable achievement
  • Young AA men at risk for disengaging from education during middle and high school
  • may be viewed as “acting white”
  • students communicate in a style that is persuasive, animated, confrontational
  • May be seen as aggressive or unacceptable
  • traditional tests are biased against AA
  • more likely to have poorly trained teachers
  • Early intervention/prevention
49
Q

AAE

A
  • a dialect of MAE
  • students have conversational language proficiency, but struggle with academic English in textbooks
  • AAE not represented in storybooks
  • May struggle with reading, writing, spelling
  • overrepresented in sped
  • codeswitching leads to better literacy skills
50
Q

Georgetown University, 2012

A

People with a BA/S mare 84% more over lifetime than those without

51
Q

Craig, et al (2009)

A
  • Examined skills of 165 td AA children, grades 1-5
  • Those who learned MAE did much better adapting
  • Common Core emphasizes standard grammar and writing.
52
Q

Ivy, et al (2011)

A
  • Studied use of oral and written AAE in 3rd and 8th graders
  • Use of AAE was comparable for oral and written language in 3rd graders….
  • 8th graders - used more AAE in oral and less in written
53
Q

AA Health and Disabilites

A
  • Many lack health insurance
  • Have a lot of community support and family
  • higher infant mortality rate
  • jaundice may not be noticed
  • Some rely on home remedies or approaches
  • may think disabling conditions due to karma, fate or destiny
  • able to accept children with disabilities
54
Q

AA Communication styles

A
  • physical contact/touching (more with each other than with white people)
  • eye contact is nonverbal communication; rolling of eyes is disrespectful
  • Interrupt
  • expected to participate verbally in conversations
  • confrontation and honesty
55
Q

AA Assessment

A
  • nonjudgemental, open, knowledgeable
  • avoid personal questions
  • pragmatics and narrative differ greatly than MAE
  • oral narration is good
  • dynamic is preferable to standardized tests
  • social interaction may have been more emphasized than vocab.
  • common misdiagnoses of ADHD
56
Q

AA implications for professionals

A
  • Address family formally
  • establish personal relationship with family
  • family-focused approach to intervention
  • need for rehab may be much less important to the family as food, clothing, shelter, etc.
  • SES as important factor of communication
  • help them learn the difference between home talk and school talk
57
Q

Lovelace and Stewart (2009)

A
  • 2nd grade AA children with below average vocab
  • used storybooks to contextualize new words that the subjects were learning
  • words were taught in a “robust” way by reading, defining, repeating word out loud, activities
  • children who learned words “deeply” remembered them better than when exposed only 1-2x
  • SLPs can use school curriculum in tx to help
58
Q

Larry P vs. Riles

A

1971 - parents filed against schools because their kids were put in MR classes
Judge Robert Peckham prohibited IQ tests on AA students

59
Q

Hispanic background

A
  • many like to be labeled according to their country of origin
  • Latino is often preferred
  • Mostly Catholic
  • 17% of the US population
  • 2000-2013, Hispanics accounted for more than half the pop growth in US
  • 2/3 from mexico
  • dramatic increase in nontraditonal states (iowa and kansas)
60
Q

Hispanic Education

A
  • Very important and teachers are held in high regard
  • Families leave it up to you as the teacher; they don’t get involved
  • In some countries, education isn’t mandatory past a certain point (like 8th grade)
  • Education may not be encouraged
  • Money is saved, not spent on education and material things
  • Can’t really afford uniforms and books
  • In US - read below proficiencey and often drop out
61
Q

Hispanic beliefs, values, practices

A
  • Collective orientation
  • interdependence
  • Cooperation
  • Saving face
  • relaxed about time
  • Emphasis on personal relationships
  • Patriarchal
  • relaxed with child development
  • respect for elderly
  • extended families
62
Q

Hispanic health care

A
  • Lack of insurance - working poor
  • resistance to institutions - family should care for each other
  • Visible handicap might be attributed to witchcraft, evil (older, more rural)
  • difficult to accept “invisible” handicap
  • 2x as likely to live with high lead exposure
  • pesticide poisoning
63
Q

Hispanic implications for professionals

A
  • address husband first
  • they respect school system and may appear uninvolved - encourage involvement
  • may not relate to letters, memos, emails; rather personal contact
  • Encourage parents to maintain chid’s spanish
64
Q

Caesar & Nelson (2013)

A

Migrant Hispanic families
•when kids drew about their activities, they did better on measures of pre-literacy than those who didn’t
• Simple journaling and drawing pix can help

65
Q

Hispanic Language and artic

A
  • Possessives follow the noun

* Adjectives generally come after the noun

66
Q

Hispanic assessment and intervention

A
  • parent interview using the MacArthur is valid and reliable for trying to determine the presence of LI
  • Language samples
  • Spanish Ages and Stages Questionnaire
  • Measure grammar
67
Q

Reach Out and Read

A
  • developed by Diener et al in 2012

* parents given books and literacy instructions to use and those kids did really well.

143 - Multicultural (1 decks)

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