1. You cannot climb a tree without supports: Part II: Teacher preparation for effective multicultural education. Angela S. McIntosh San Diego State University Festus Obiakor University of Wisconsin, Milwaukee

2. Multifaceted approach to special education teacher preparation focuses the attention of preservice special education teachers on diversity in the school population and related issues, and facilitates their understanding of the concept of culture; increases preservice special education teachers’ knowledge level about various multicultural groups; facilitates the development of multicultural teaching competencies; and initiates ideological development through synthesis of knowledge, experience, and reflection.

3. Questions Remain…….. Will the use of validated instructional practices equalize the educational environment for diverse students? To what extent do intergroup preferences related to learning style, instructional modality, or communication patterns influence the educational environment for multicultural learners with exceptionalities? Which educational needs of multicultural learners are related to disability, and which are related to cultural or linguistic difference? Does it matter? Will an increase in the number of culturally and linguistically diverse teachers solve the problem?

4. ………. To what degree do social variables such as socioeconomic status and parent’s educational level influence outcomes for multicultural students? How can the inherent biases generated by the monolingual and macrocultural upbringing of most teachers be negated? Does American public education represent a “level playing field” for culturally or linguistically diverse students or students with special needs?

5. A CULTURALLY RESPONSIVE EDUCATOR: Is aware of his or her own perspectives. Owns the responsibility to teach. Is aware that the over-identification of difference is counter-productive. Does not look for reasons why he or she cannot teach the child, neither waters down the curriculum nor expectations. Believes all children can learn.

6. Communicates with students. Looks at students, not label or color. Asks for help. Uses validated methods that work. Analyzes the environment and ventures beyond the boundaries of the school wall for answers.