Chapter 14: Multicultural Education and Diversity Issues

1. Chapter 14: Multicultural Education and Diversity Issues A Teacher’s Guide to Including Students with Disabilities in General Physical Education -Martin E. Block Presentation by: Justin Daberkoe Kin 579

2. YouTube Video (sorry for parts) Part 1- http://www.youtube.com/watch?v=WPPiLqcQRrk Part 2- http://www.youtube.com/watch?v=wqDNotzNDYs Part 3- http://www.youtube.com/watch?v=17a4myUJuW0

3. Objectives: • Define Multicultural Education and reasons why it is important • List ways to integrate multicultural education into your practices • Look inside popular groups of minorities in public schools • Describe how people with disabilities are treated in the American society.

4. Multicultural Education According to Banks and Banks (2004): • Incorporates the idea that all students should have an equal opportunity • As a reform movement that is trying to change the schools so every student has an equal opportunity to learn • Aims at working toward the removal of racism, sexism and discrimination towards students with disabilities, that may always exists • Table 14.1 on page 282 (Racial/ethnic composition)

5. Multicultural Education in PE • Lack of research in multicultural education in PE and APE • Effective integration of multicultural education: • Develop the knowledge and skills to be able to promote social justice and equality for all people • Foster positive attitudes toward diverse groups among students • Promote an environment in which students can be successful • Our values are determined by our culture

6. Strategies to build a multicultural PE program: • Constantly develop your relationships and build trust • Expand your cultural knowledge and become culturally literate • Create new and transform current methodological approaches • Use activities that promote critical thinking/ give students a opportunity to express their views • Provide effective feedback and instruction • Create positive relationships with your students’ parents and families

7. Constantly Develop Your Relationships and Build Trust • Include games that reflect the culture of your students • Learn the names of your students and how to pronounce them • Students’ culture name tags • Share accomplishments with colleagues • Be in communication every time you are facing a challenging situation

8. Expand Your Cultural Knowledge/ Culturally Literate • Learn your students cultural background • Student surveys • Learn your background and share with students • Learn some vocabulary of your non-english-speaking students • Allow students to do research on their culture and share some physical activities

9. Create New and Transform Current Methodological Approaches • Vary your instructional approach • Visual • Tactile • Do not assume a student from a different culture has particular athletic interests • Use music in lessons

10. Use Activities that Promote Critical Thinking/ Allow Students to Express their Views • Offer a variety of activities and variations within each activity • Have students verbalize what they are taught • Have students teach each other

11. Provide Effective Feedback/Instruction • Give concrete, specific feed back • Be aware of body language Create Positive Relationships with Students’ Family • Communicate with parents to acknowledge students successes • Get to know siblings of your students with disabilities

12. Internal Summary • Which strategy do you currently use when teaching culturally diverse students? • What good experiences have you had from this strategy? • What strategy do you hope to incorporate in your practice? • Jdaberkoe@gmail.com

13. Disability and Diversity • Largest minority group in America • 50 million • Not an official class of people until the Rehabilitation Act of 1973 • If cultural diversity is ignored, students may not receive appropriate services • Culturally diverse groups with disabilities in public schools: • American Indians/Alaskans • African Americans • Asian and Pacific Islanders • Hispanics • White americans

14. American Indian/Alaskans • Represent 1.49% of students under IDEA • Expected to outpace Hispanics in the next 5 years • Annual Household Income: Less than $25,000 • Found to be more rejected, depressed, and withdrawn • PE and APE teachers must educate themselves about unique cultural characteristics

15. African Americans • Projected to grow faster than the white population • 42.9% of households earn under $25,000 • High rate of single-parent households • Fewer college and high school degrees

16. Asian and Pacific Islanders • Stereotyped as smart, wealthy, and successful • Allows people to think they can succeed on their own • Biggest groups are from China and the Philippines • Major issues: language and non-traditional religion

17. Hispanics • Has become the nation’s largest minority group • Ranging from Mexico, Puerto Rico, Cuba, Central and South America • Recognize vast cultural differences between different Latino groups • Very family centered

18. Noncultural Factors • Gender • Segregated classes • Stereotypes • English as a Second Language • LEP • Frustration • Religion • Changing • Working with different sex

19. Disability Linked to Poverty • Families tend to: • Be single parent • Insufficient funds to move family • Live in central area of city • Be undereducated • No regular access to internet or TV • Less parental guidance with school work • Suggested ideas (p. 295): • Help parents understand how the child’s social and learning abilities develop • Make sure students and families are aware of community-based services that are available

20. Image of People with Disabilities in the media • Attitudes toward minorities have changed • Media has impacted how some view disabilities • Labels and stereotypes • Focus on the students disability rather than their abilities • Table 14.9 on page 298 • Important, as APE and General PE teachers, to understand a students abilities and functioning level • Create strategies that minimize the restrictive and oppressive views of people with disabilities

21. Attitudes of Teachers • Studies shown: • PE teachers have a more favorable attitudes toward children with learning disabilities compared to children with MR • PE teachers had a more favorable attitude toward children with mild to moderate disabilities than people with severe disabilities

22. Positive Outlooks • Two Factors • Teachers and coaches who have received training in adapted PE or special education • Teachers and coaches who had a positive experience working with children with disabilities Contact Theory (Sherrill, 2004)- • When the interactions between teachers and students are frequent, pleasant, and meaningful, this produces positive attitudes.

23. Increasing Diversity Proficiency in Adapted Physical Education Specialists • Find creative ways to increase the number of African Americans and other ethnic graduate students in the APE setting. • Give undergraduate students from various cultural and ethnic backgrounds early exposure to APE • Building positive attitudes with positive experiences

24. Summary • General and Adapted PE teachers must incorporate more diversity into their curriculum to aid in the learning of culturally diverse students • Through media and stereotypes, many have misled assumptions on who students who with cultural and ethnic diversity learn • Teacher attitudes can have a positive or negative effect in how a student learns in General or Adapted PE

25. Summary • Each student is an individual, embrace it

26. References: Banks, J.A., & Banks, C.A.M. (2004). Multicultural Education: Issues and Perspectives (5th ed.). York, PA: John Wiley & Sons, Inc. Block, M. E. (2006). A teacher's guide to including students with disabilities in general physical education. (3rd ed.). Baltimore, MD: Paul H. Brooks Publishing Co. Sherrill, C. (2004). Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan (6th ed.). New York: McGraw-Hill.