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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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