Multicultural and Bilingual Aspects of Special Education Chapter 3 1

Topics America and multiculturalism Education and cultural diversity Multicultural and bilingual special education Identification and classification of disabilities Assessment issues Instruction in multicultural and bilingual special education

America and Multiculturalism 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

Education and Cultural Diversity Definitions of culture Values and typical behavior Languages or dialects Nonverbal communication Awareness of one’s cultural identity World views or general perspectives Subcultures A part of the larger or general culture Some are voluntary, some involuntary

Education and Cultural Diversity (cont’d) General purposes of multicultural education Promote pride in one’s own heritage and understanding of others Foster positive attitudes toward diversity Ensure equal educational opportunities Deciding what and how to teach Which subcultures? What information should be taught and how? Use of language

Multicultural and Bilingual Special Education Ethnic Groups Common historic origin; shared identities, heritage, and traditions Behavior patterns; political and economic interests Exceptionality Groups Share a set of abilities or disabilities that are especially valued or require special accommodation 2

Multicultural and Bilingual Special Education (cont’d) Primary objectives Ensure that ethnicity is not mistaken for educational exceptionality Increase understanding of the subculture of exceptionality and its relationship to other cultures 2

Multicultural and Bilingual Special Education (cont’d) 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 2

Identification and Classification of Disabilities Assessment Screening Quick measure to determine who may need further assessment Difficulty in assessing students for special education Bias of abilities of ethnic minorities Test bias Response to Intervention (RTI) 3

Assessment of Progress Progress Monitoring Curriculum-based measurement Outcome Measures Search for culture-free and culture-fair tests Testing Accommodations Administration modifications Use of a bilingual dictionary Use of native language

Instruction in Multicultural and Bilingual Special Education Capitalize on cultural differences Dilemma regarding recognizing or ignoring linguistic differences Grouping students based on cultural affiliations Classwide peer tutoring

Instruction in Multicultural and Bilingual Special Education (cont’d) 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 (cont’d) Adopting Effective Teaching Practices Scaffolding and strategies Challenge Involvement Success Mediation and feedback Responsiveness to cultural and individual diversity

Instruction in Multicultural and Bilingual Special Education (cont’d) Socialization Help students develop appropriate social perceptions and interactions (social skills) Cooperative learning Building pride in one’s cultural identity Issues of classroom discipline Teaching students to work for social change