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Today’s Multicultural, Bilingual, and Diverse Schools

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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. . Activity. Get with your group

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what is culture
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.
activity
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?
history before idea
History before IDEA
  • Genetic deficit theories
  • Cultural deficit theory
  • Cultural difference theory
landmark legislation
Landmark Legislation
  • Brown v. Board of Education (1954)
  • Diana v. Board of Education (1973)
  • Larry P. v. Riles (1972)
  • PASE v. Hannon (1980)
disproportionate overrespresentation
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
poverty
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
poverty1
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 academicexperience
current trends and issues
Current Trends and Issues
  • High poverty schools and out-of-field teachers
  • White schools
  • Teachers with master’s degrees
prereferral process
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
cultural inquiry process
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
nondiscriminatory evaluation 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
linguistically diverse learners
Linguistically-Diverse Learners
  • Transitional bilingual education
  • Maintenance bilingual education
  • English as a second language
  • Immersion
  • Sheltered English
  • Submersion
wrap up
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?
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