SPE 3603 3-1

Guided Notes
SPE 3603-Introduction to Exceptionality Multicultural and Bilingual Aspects of Special Education Chapter 3 Lesson Objectives (2) Discuss the implications that culture diversity has on education Define multiculturalism and bilingualism and understand how it impacts diverse students in special education Articulate assessment issues Provide an introduction/best practices to instruction in multicultural and bilingual special education (culturally responsive teaching) Some Key Terms (3) Bilingual Culture Multiculturalism Culturally responsive teaching Multiculturalism and America (4) Building a diverse and just society Personal freedom and pride of all groups Respect for others' cultural heritage Criticism of multiculturalism Erosion of moral foundations and undermining academic competence Problems implementing multicultural education Egocentric attitudes of all cultural groups Disagreement about curriculum Racism and discrimination What is Culture? (5) A complex frame of reference that consists of patterns or traditions, beliefs, values, norms, and meanings that are shared by interacting members of a community(TingToomey, 1999; p.10) Learned systems of meaning communicated by means of nature, language, and other symbol systemsculture meaning systems can be treated as a large diverse pool of knowledge, shared cluster of normsand symbolically created realities (DAndrade, 1984) Education and Cultural Diversity (6) Definitions of culture o Values and typical behavior o Languages or dialects o Nonverbal communication o Awareness of ones cultural identity o World views or general perspectives

SPE 3603 3-2 Subcultures o A part of the larger or general culture o Some are voluntary, some involuntary Education and Cultural Diversity (contd)- (7) General purposes of multicultural education o Promote pride in ones own heritage and understanding of others o Foster positive attitudes toward diversity o Ensure equal educational opportunities Deciding what and how to teach o Which subcultures? o What information should be taught and how? o Use of language Multicultural and Bilingual Special Education (10) Multicultural education: o Seeks to create educational opportunities fro all students by changing the school environment to reflect the diverse groups within a society/classrooms (Banks, 2011) o Bilingualism the ability to speak/understand two languages. Degree and ability of languages acquisition can vary Ethnic Groups o Common historic origin; shared identities, heritage, and traditions o Behavior patterns; political and economic interests Exceptionality Groups o Share a set of abilities that are especially valued or require special accommodation Multicultural and Bilingual Special Education (11) Primary objectives o Ensure that ethnicity is not mistaken for educational exceptionality o Increase understanding of the subculture of exceptionality and its relationship to other cultures Awareness o Incorporate cultural aspects of the individual in their education Culturally relevant teaching Funds of knowledge (Moll, 1992)

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Multicultural and Bilingual Special Education (13) Addressing Disproportionate Representation Have available strong academic programs that foster success for all students Implement effective policies and procedures for early intervention, referral, assessment, eligibility, classification, placement, and reevaluation Increase level of home, school, community involvement Use diverse community resources Identification and Classification of Disabilities (14) Assessment o Screening Quick measure to determine who may need further assessment o Difficulty in assessing students for special education Bias of abilities of ethnic minorities Test bias Translation differences (I feel blue, Me siento azul) o Response to Intervention (RTI) Assessing Progress (15) Progress Monitoring o Most accurate form of progress for bilingual students may be through the use of curriculum-based measurements Standardized Assessments o Search for culture-free and culture-fair tests o Check to see if tests have been normed for the particular population Testing Accommodations o Administration modifications o Use of a bilingual dictionary o Use of native language Culturally Responsive Instruction (16) Culturally responsive classrooms/teaching specifically acknowledges and incorporates the varying cultural characteristics of all students and the need for these students to find

SPE 3603 3-4 relevant connections among themselves and with the subject matter and the tasks teachers ask them to perform Instruction in Multicultural and Bilingual Special Education (17) Instruction o Capitalize on cultural differences o Dilemma regarding recognizing or ignoring linguistic differences o Grouping students based on cultural affiliations o Class wide peer tutoring Instruction in Multicultural and Bilingual Special Education (18) Teaching tolerance and appreciation Working with families Improving instruction for language-minority students Native-language emphasis Sheltered-English approach Instruction in Multicultural and Bilingual Special Education (19) Adopting Effective Teaching Practices o Scaffolding and strategies o Challenge o Involvement o Success o Mediation and feedback o Responsiveness to cultural and individual diversity Instruction in Multicultural and Bilingual Special Education (20) Socialization o Help students develop appropriate social perceptions and interactions (social skills) Cooperative learning Building pride in ones cultural identity Issues of classroom discipline Teaching students to work for social change Most Important Thing (21) Understand these students Talk to them and get to know who he or she is as an individual and then develop ways to make lessons more culturally relevant to the student