Todays Multicultural, Bilingual, and Diverse Schools

1
Todays Multicultural, Bilingual, and Diverse
Schools

• Chapter 3

2
What is culture?

• Embodies a historical component
• Resource for daily life
• Associated with particular locations
• Exist in everyday contexts family, school
  district, school, classroom, etc.

3
Activity

• Get with your group
• Discuss Box 3-1 pg. 59
• Write your responses that defend the teacher and
  his request
• Now write your responses that justify what each
  boy did
• How does cultural history relate to both
  responses?

4
History before IDEA

• Genetic deficit theories
• Cultural deficit theory
• Cultural difference theory

5
Landmark Legislation

• Brown v. Board of Education (1954)
• Diana v. Board of Education (1973)
• Larry P. v. Riles (1972)
• PASE v. Hannon (1980)

6
Disproportionate Overrespresentation

• Look at Figure 3-2
• Which groups of students are overrepresented in
  what categories
• Which groups of students are underrepresented in
  what categories

7
Poverty

• Approximately 30.5 African Am., 28.2 Hispanic
  compared to 9.7 Caucasian live below poverty
  levels
• The relationship between poverty and childrens
  educational achievement is mediated by parent
  level of education and NOT RACE

8
Poverty

• Low-wealth children engage in far less academic
  work
• By Oct. of first grade, a middle/high-SES child
  reads 12 words per reading session a low-SES
  child reads 0 words
• By April, the middle/high-SES child reads 81
  words a low-SES child reads 32 words
• By the end of first grade, middle/high-SES have
  seen approximately 19,000 words low-SES about
  10,000
• By the end of the sixth grade, a child of poverty
  would need to go to school an additional
  year-and-a-half to have the same academic
  experience

9
Current Trends and Issues

• High poverty schools and out-of-field teachers
• White schools
• Teachers with masters degrees

10
Prereferral Process

• Discuss the steps involved
• How would the steps decrease testing into special
  education for some students?
• Why would administrative support be important for
  the success of the PRTs

11
Cultural Inquiry Process

• 1. Select a puzzlement
• 2. Collect and summarize data
• 3. Identify cultural influences
• 4. Gather and analyze information
• 5. Develop and implement interventions
• 6. Monitor the results of the interventions
• 7. Document the process

12
Nondiscriminatory Evaluation Process

• Review Figure 3-3
• Discuss as a whole class how do we do this???
• Look at each step and suggest ways to address
  each issue

13
Linguistically-Diverse Learners

• Transitional bilingual education
• Maintenance bilingual education
• English as a second language
• Immersion
• Sheltered English
• Submersion

14
Wrap-Up

• What did you learn about culture?
• How does culture relate to special education?
• What are some issues in evaluating students from
  culturally - and linguistically -diverse
  backgrounds?
• What are some strategies that teachers can use to
  instruct effectively?