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SPED 618: Lifelong Integration

SPED 618: Lifelong Integration. Students and CLD. React to these statements in chapter 8.

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SPED 618: Lifelong Integration

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  1. SPED 618: Lifelong Integration Students and CLD

  2. React to these statements in chapter 8 • “Studies have shown that teachers pay more attention to students who are attractive, well-dressed and well behaved, whereas they may ignore or discriminate against students who may have unwashed and worn clothing or who are not so well groomed” (p.291). • “The basic components for teaching culturally diverse students are the same components used for teaching all students” (p.295).

  3. Background to Students with Cultural and Linguistic Diversity • Students from diverse populations experience high rates of underachievement, high retention rates, dropout rates, and thus are at-risk for special education placement (Correa et al, 2005) • There are a disproportionate percentage of African American and Latino students who are categorized as disabled (Artiles, 2003). • Asian-American students are underrepresented in almost every sped category (Chinn & Hughes, 1987). • SES and abberant behavior may be contributing factors to special education placement (Artiles, Trent, & Palmer, 2004) • Do not assume families are literate in their native language.

  4. Second language acquisition • Lack of preparation in sped, gen ed, and ESL programs (Barrera, 2006) • ELL (English Language Learners) • LEP (Limited English Proficiency) • Characteristics • Poor comprehension (listening and reading) • Limited vocabulary • Grammatical and syntactical mistakes • Articulation difficulties • As such, some argue if LD (identified without assessing processing) can even exist in unison with LEP or ELL (Bender, 1998).

  5. Second Language Acquisition (Correa et al., 2005, 286) • Early Phase (preproduction • Mimicking, repetition, and nonverbal gestures • Early Production, Emergence of Speech • Short meaningful phrases • Familiarity with English • Moves back and forth between languages • Becoming Confident in English • Pronunciation of a native speaker

  6. General Characteristics • Cultural • Learning Styles • Often non-competitive and collaborative • Field dependent v. field independent • Behavioral Styles • Conduct functional assessments to learn why students behavior appears a certain way • Socioeconomic • Avoid correlating academic success and parents’ wealth • The reason students fail in school is that the school culture ignores and devalues the students’ own cultural backgrounds and seldom adapts to students’ differences (Gay, 2000)

  7. Instructional Strategies • Teach students to embrace diversity through discussion and literature • Keep students actively involved in lessons • Show and involve students in the relevance of the activity or concept • Reward and positive motivation systems • Incorporate student collaboration and reciprocal teaching into lessons • Investigate dual language testing

  8. Questions • Service Delivery Options for ELL – Argue inclusion versus pull-out and ESL programs • How is one’s knowledge of learning styles useful when planning lessons and instructional units for students with ELL?

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