Today’s Multicultural, Bilingual, and Diverse Schools Chapter 3

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

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? 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?

History before IDEA Genetic deficit theories Cultural deficit theory Cultural difference theory Genetic deficit theories Cultural deficit theory Cultural difference theory

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

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

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

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 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

Current Trends and Issues High poverty schools and out-of- field teachers White schools Teachers with master’s degrees High poverty schools and out-of- field teachers White schools Teachers with master’s degrees

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 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

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 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

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 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

Linguistically-Diverse Learners Transitional bilingual education Maintenance bilingual education English as a second language Immersion Sheltered English Submersion Transitional bilingual education Maintenance bilingual education English as a second language Immersion Sheltered English Submersion

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? 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?