Demographics of Diversity EDSE 3204

Activity Group membership Goal: try to group yourself among other classmates according to the similar icon placed on your back. You may NOT speak or make any type of sound to give hints You may NOT pull the icon off your back Basically you need to communicate with others on how to form specific groups without seeing what is on your back

LET’S TALK How did you feel being part of a group? How did you know that you belonged to a particular group of people? How did you feel not being part of the group? Everyone in class think of a time when you felt like you didn’t belong. What were the circumstances and how did you deal with it?

Continue Discussion Think about a time when someone treated you as if you could not do something. How did you feel about that person and yourself? How did you behave around him or her?

Next Question In your small group: Discuss times when your stereotypes about deficits and about who can and cannot learn have been challenged. What are some strategies for challenging negative generalizations about intelligence? Make a list of these strategies

Diverse Society By 2010, whites will account for 9% of world’s population Among school children, 37% are nonwhite There are 215 nations in the world, people from every one of them live in the U.S. Poverty is not decreasing in the cities, but is increasing in the suburbs By the first few decades of 2000, there will be more Hispanic children than African Am.

Poverty Approximately 29.3% African Am., 30.3% Hispanic compared to 11% Caucasian live below poverty levels The relationship between poverty and children’s educational achievement is mediated by parent level of education and NOT RACE

Free and Reduced Lunch 40% of students in Duluth qualify Family of 4 earning $20,650 a year or less are living in poverty Children living in a family of 4 whose parents make $26,845 or less qualify for FRL Children living in a family of 4 whose parents make $38,203 qualify to receive lunch at a reduced rate

Poverty Continued 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

Poverty Continued 20% live in single-parent homes 40% will live with divorced parents before the age of 18 14% are at risk of dropping out of school African Am. Youth drop out rate is 16.3%, Hispanic youth is 33.9% Each day, 40 teenagers give birth to their 3rd child

Poverty in Duluth School% of students receiving free and reduced lunch Overall MCA Math scores Overall MCA reading scores Dropout rate East High Sch. 12%60%87%3.2% Central High Sch. 32%35%71%3.3% Denfield High Sch. 46%31%66%10.1%

District Totals 10,128 students in district 4,018 receive free and reduced lunch 40% of students receive free and reduced lunch 40% students who receive FRL are considered proficient in math 54% students who receive FRL are considered proficient in reading

Issues in Special Education Placement Does the child have a disability or come from a culturally different background? Does the language barrier prevent the learning? What about the unfavorable stigma in special education? What are the parents beliefs regarding special education? What about self-fulfilling prophecy?

Demographics in Special Education RaceGeneral PopulationSpecial Education White66.2%63.6% Black14.8%20.2% Hispanic14.8%13.2% American Indian1.0%1.3% Asian/Pacific Islander 3.8%1.7%

Children Ages 6-21 Served under IDEA Type of DisabilityNumber Served% Specific Learning Dis.2,861, % Speech or Language1,086, % Mental Retardation613, % Emotional Dist.469, % Multiple Dis.112, % Hearing Imp.71, % Orthopedic Imp.71, % Other Health Imp.253, % Visual Imp.26,540.47% Autism65, % Deaf-blindness1,840.03% TBI13,843.24% Develop. Delay19,057.34% All Disabilities5,666,415100%

Percentage of Students Served by Disability and Race- Ethnicity DisabilityAm.Indian/Alaska Native Asian/Pacific Islander Black (non- Hispanic) HispanicWhite (non- Hispanic) Specific Learning Dis Speech/language impairment Mental Retardation Emotional Disturbance Multiple Disabilities Hearing impairment Orthopedic impairment Other health impaired Visual impairment Autism Deaf-blindness Traumatic Brain Injury Developmental Delay All Disabilities General Population U.S. Department of Education (2001). Twenty-third annual report to congress on the implementation of the Individuals with Disabilities Act. Washington, DC: Author

Children in Duluth with Disabilities Total # Disabilities29,990 Total: Ages Birth Sensory Impairments115 Physical Disabilities90 Mental Disabilities645 Self, Care Disability55 Total: Ages Sensory Impairments1455 Physical Disabilities3960 Mental Disabilities3375 Self, Care Disability1335

Number of Children Served under IDEA, Birth to 21 in MN % of population who are disabled, ,977106,165107,

Wrap Up At your table discuss which of the disabilities included in IDEA could be considered “invisible”? What might be the impact of having a disability that was “invisible” as compared to one that is “visible”?