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PROMOTING MULTICULTURAL COMPETENCE

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Professional development strategies and training tools. Lauren Lindstrom: staff training ... Bishop Desmond Tutu. HUMAN RIGHTS AND CULTURAL DIVERSITY. COMMITTEE ... – PowerPoint PPT presentation

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Title: PROMOTING MULTICULTURAL COMPETENCE


1
PROMOTING MULTICULTURALCOMPETENCE
  • Tools for Transition Professionals
  • Lauren Lindstrom, Jim Martin, Audrey Trainor
  • DCDT Conference
  • October 18 20, 2007

2
LAY OF THE LAND
  • An intro
  • Professional development strategies and training
    tools
  • Lauren Lindstrom staff training
  • Jim Martin student directed planning doctoral
    training program
  • Audrey Trainor HRCD activities
  • Wrap-up/Lessons learned

3
WHAT COLOR IS A ZEBRA ?
  • It is claimed that white people in the US
    generally consider the zebra to be a white animal
    with black stripes,most Africans consider it to
    be a black animal with white stripes. (Berlitz,C.
    ,Native Tongues.New YorkPutnam,1982)

4
WHO ARE WE?
5
WHY FOCUS ON DIVERSITY?
6
WHY FOCUS ON DIVERSITY?
  • Changing demographics in public schools
  • Need for professional development and staff
    training
  • Cultural values influence transition

7
WHAT DO WE MEAN BY DIVERSE?
  • Youth who are
  • African American
  • Native American Indian
  • Latino
  • From low income families
  • As well as
  • Youth who speak English as a second language
    and/or have undocumented or immigrant status.

8
HOW CAN WE PROMOTE MULTICULTURAL COMPETENCE?
  • Increase awareness and skills of existing
    transition personnel
  • Recruit and support development of new
    professionals from diverse groups
  • Get involved in advocacy efforts!

9
STAFF TRAINING TOOLS
  • TRAINING NEEDS
  • General cultural information
  • Strategies for at risk youth
  • Language information
  • Working with immigrant families
  • Community supports
  • Diversity Survey
  • Teachers/Admin.
  • Transition Specialists
  • VR Counselors

10
SELF ASSESSMENT TOOL
  • Purpose of the instrument
  • Training activities
  • Results

11
TRANSITION SCENARIOS
  • Review scenario
  • How did you find your own perspective and biases
    emerging through your discussion and reactions?
  • What can we learn from this activity?

12
STUDENT DIRECTED TRANSITION PLANNING
  • Purpose
  • To increase student involvement in transition
    planning discussions
  • U.S. Department of Education grant to develop
    lessons and research their effectiveness
  • Infuse best practices for reaching the largest
    number of students including those who are
    culturally and linguistically diverse

13
All lessons and associated materials can be found
atwww.ok-ahead.org/test/index.html
14
Transition Planning
15
SDTP Lessons
16
Input Circle
17
Student-Directed Summary of Performance
  • Rather than just give SOP when students
  • leave
  • Use Student-Directed SOP to frame transition plan
    and place for transition assessment information
  • Incorporates all transition assessment
  • Academic, vocational, social, living
  • Teach students to develop and present own SOP
  • Provides framework for exit meeting
  • Information flows into planning document and
    process

18
(No Transcript)
19
Lessons learnedso far
  • Familiarity with the lessons
  • Making transition education a priority
  • Teacher training and experience
  • Sufficient time for students, teachers, and
    families to engage the lessons and activities
  • Determining where to teach SDTP within the
    curriculum

20
SOONER SCHOLARS
  • Need to recruit, prepare, graduate, and place
    African American, Hispanic, and Native American
    special education teachers into higher education
    professor positions.
  • Produce new assistant professors with an advanced
    understanding of secondary transition and
    self-determination concepts with a focus of
    research and teacher prep of students from CLD
    groups.

21
Shortage of Special Education Faculty
  • Enrollment in doc programs decreased by 30 past
    two decades
  • Insufficient to meet need (Smith, 2003)
  • About 30 of faculty searches failed due to lack
    of qualified candidates (Sindelar Rosenberg,
    2003).
  • 83 of new Ph.D. Caucasian, 7 African American,
    6 Hispanic, and 1 Native American

22
Change Across Time
  • In the 1960s about 85 of doctoral graduates
    became higher education faculty members
  • Today only about 35 go into higher education
    (Pion, Smith, Tyler, 2003)
  • Part-time doctoral students less likely to choose
    higher ed positions

23
Oklahoma Profile
  • 11 higher ed programs offer special education
    licensure
  • Two did not fill positions due to lack of
    qualified applicants
  • Of the 30 or so sped faculty in OK, 5 are African
    American and 1 is Native American
  • None focus on transition

24
Need Role Models to Prepare Next Generation of
SPED Teachers
  • Increased numbers of self-determined African
    Americans, Hispanics, and Native Americans in
    leadership positions are needed to counter the
    disproportional representation of students who
    are CLD with disabilities in special education,
    and to address these students poor postschool
    transition outcomes.

25
Traits Related to Going Into Higher Ed
  • Desire to become college professor
  • 2 to 5 years teaching experience
  • Full-time student
  • Bachelor in special ed
  • Complete doctoral degree in 4 years or less
  • Not having to relocate

26
Sooner Scholars Details
  • Six Sooner Scholars
  • 4 Native American
  • 2 African American
  • Specialized Classes
  • Transition Seminar
  • Self-Determination Seminar
  • Associated Transition and SD Research

27
Sooner Scholar Details
  • Recruited students nationally
  • 25,000 annual stipend
  • Tuition and fee waiver
  • Conference attendance

28
DOCTORAL TRAINING PROGRAM AT OU SOONER SCHOLARS
  • ORIGINALLY A DOC STUDENT CONCEPT

29
OUR SPACE
  • If you are neutral in situations of injustice,
    you have chosen the side of the oppressor.  If an
    elephant has its foot on the tail of a mouse and
    you say that you are neutral, the mouse will not
    appreciate your neutrality. 
  • Bishop Desmond Tutu

30
HUMAN RIGHTS AND CULTURAL DIVERSITYCOMMITTEE
  • Audrey add information (and more slides) here

31
WRAP UP
  • How wonderful it is that nobody need wait a
    single moment before starting to improve the
    world. 
  • Anne Frank
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