Right now Illinois Public Students Population consists of: White, Non-Hispanic 54%

1. Next week: Focus on cultural deficit theory, the power of discrimination on performance (Jane Elliot’s eye experiment), acknowledging structured inequality, resistance theory (Kohl), and culturally relevant teaching (Ladson-Billings and Enid Lee) • 1. TOZER, SENESE, VIOLAS Chapter 13 “Diversity and Equity Today” pages 410-425, 430-432 (details on Ladson-Billings’ Culturally Relevant Teaching). McGraw-Hill Foundations of Education Reader, Tozer, Senese, Violas (2009) School and Society: Historical and Contemporary Perspectives. • 2. E-RESERVES LADSON-BILLING, G. Preface, Chapter 1 “A Dream Deferred“, and excerpts from Chapter 3: pages ix-xvi, 1-14, and 31-33 in Dreamkeepers Successful Teachers of African American Children (San Francisco, CA: Jossey-Bass, 1994. Look for the last name Tenorio-- • 3. E-RESERVES TENORIO, K. Interview with Enid Lee. “Taking Multicultural, Anti-racist Education Seriously” pages 19-23. Rethinking our Classrooms: Teaching for Equity and Social Justice (Rethinking Schools, 1994). • 4. E-RESERVES KOHL, H. “I Wont Learn from You” pages 1-32. (New York: The New Press, 1994).

2. Illinois 2007 Ethnic/Racial Diversity2.1 million students in Illinois 45% minority Growing Diversity in Illinois and the Nation Right now Illinois Public Students Population consists of: White, Non-Hispanic 54% Total Minority Population 45% LEP students statewide 190,000

3. Spring Chapter 3 Reports on the Legacy of Brown v. Board of Education School Segregation Today Second Generation Segregation *Civil Rights Act of 1964 • Education for Women • *Education for Students with Disabilities

4. Conclusions: Brown brought a reinterpretation of the 14th Amendment. Laws could not separate citizens or be used to provide separate and unequal treatment. Brown decision led to greater constitutional equality • Brown is the bridge to passage of Civil Rights Act of 1964 (See Spring, Chapter 3, page 65) • No person can be discriminated against based on race, color, or national origin. • The 1964 Civil Rights Act made racial discrimination in public places, such as theaters, restaurants and hotels, illegal. It also required employers to provide equal employment opportunities. • Projects involving federal funds could now be cut off • Gave the Office of Education responsibility to determined if schools were discriminating

5. AWE AND RESPECT for Brown: CONSTITUTIONAL EQUALITY LONGTERM IMPACT FOR SCHOOLING -- ADVANCED EDUCATIONAL RIGHTS For ALL STUDENTS Girls and women, students with disabilities, limited English speaking students, and in the 1990s gay and lesbian students. BUT not automatic: INDIVIDUAL (S) had to SUE and go to COURT—after success in court THEN FEDERAL LEGISLATION followed.

6. What is the link between Brown v. Board of Education and efforts to secure access to schooling for students with disabilities? Equal protection Eliminate segregation

7. Define inclusion for students with disabilities. What are some of the controversies surrounding inclusion in schools?

8. Types of Disabilities (Ages 3-21) in Public Schools 2007 13% of students (Spring, Chapter 3) • Learning Disabilities 5.4% • Speech and Language 3.4% • Mental Retardation 1.1% • 1 % or less--Emotional, physical, hearing, vision, orthopedic, health, autism, multiple disabilities, brain injury, developmental delay

9. Path to gain Federal legislation to protecteducational access for students with disabilitiesParallels Segregation of Minority Students • 1950s and 1960s Parents pressured schools, to no avail • Schools excluded many students saying they were uneducable BELIEFS ABOUT LEARNING AND HUMAN POTENTIAL • 1960s Organizations like the National Association for Retarded Children, and Council for Exceptional Children turned to the courts AND THE 14th Amendment LEGAL resource -Brown PARC v. Commonwealth of Pennsylvania (like Brown) (1972) • Demonstrated educability of students with disabilities • Court ruled that every child be allowed access to an education

10. Legislation resulted after court case. • 1975 Public Law 94-142 CONGRESS PASSES Education for All Handicapped Children Act • Required Individual Rehabilitation Plan for each child, and parents must be involved. • IEP Contract: Present level, annual goals, services to be provided, length of services, and annual evaluation of progress

11. Legislation Covering All Institutions Receiving Federal Funds0-3:10 6:19-8:40 ADA Amelia Wallrich, UIUC 1990 American with Disabilities Act advocated full inclusion, bans discrimination in institutions receiving Federal Funds (just like the Civil Rights Act of 1964 with regards to race/ethnicity). Curb cuts, lifts on buses, access to buildings, and more. http://www.pbs.org/newshour/bb/law/july-dec10/ada_07-26.html

12. Recent Federal Legislation Addressing Schooling for Students with Disabilities • 1990 94-142 Changed name Individuals with Disabilities Act (IDEA) • 1997 Added amendments to IDEA and emphasized benefits of INCLUSION (MAXIMIZE ACCESS TO REGULAR CLASSROOM) because of more normal experiences, improved academic performance, higher teacher expectations, and access to the general curriculum. • Amendments –teachers were to receive training and support services (like high quality professional development, and aides in the classroom). • Teacher education programs were to train pre-service teachers. • IDEOLOGY Changes in public attitudes about civil rights and who should have full access in school and society, who is capable.

13. Teachers Perceptions and Expectationsplay an important role in determining educational outcomes. “Pygmalion in the Classroom” Rosenthal and Jacobson 1964 performed a research study in a classroom. Would teacher expectations affect student performance based on “information” meant about a student’s potential to learn? • Over the summer administered IQ tests to students. • Randomly identified some students as “late bloomers” and told teachers to expect a big boost in student performance in the next year. • Retested students at the end of the year, late bloomers made greater gains than non-bloomers.

14. President Obama’s Blueprint for Reauthorizing ESEA 2011?? All students will be included in an accountability system that builds on college- and career-ready standards… Meeting the needs of diverse learners. • Schools must support all students, including by providing appropriate instruction and access to a challenging curriculum along with additional supports and attention where needed. • From English Learners and students with disabilities to Native American students, homeless students, migrant students, rural students, and neglected or delinquent students, our proposal will continue to support and strengthen programs for these students and ensure that schools are helping them meet college- and career-ready standards.

15. No Child Left BehindAnswer this question by discussing it with your neighbors, you should come up with 3-5 ways of reading this policy. • 2001 No Child Left Behind required testing of all students with disabilities as a targeted group for AYP. • Began with allowing 1% of students identified as having a disability to take alternative tests, later increased to 3% alternative tests. • The remaining students with disabilities must take grade level tests. How do you think that NCLB policy supports the idea of inclusion for students with disabilities?

16. Assumptions in NCLB and Full Inclusion Policy: If students are separated… If students are labeled… HST climate: Include in everything, including testing. However, grade level expectations seem to contradict the “off grade” level performance of many students with disabilities and need for accommodations.

17. Progression of the Access to Schooling for Students with Disabilities Segregated classes to mainstreaming to inclusion to full inclusion • Until 1970s Arbitrary denial of education • 1975 Rights to ACCESS to Schooling but mostly Separate Classes--Special Education Classes with IEP • Concern about bias when students are segregated • 1980s QUALITY OF SCHOOLING Mainstreaming whenever possible or for part of the school day • Still concerned about too many separate classes • 1990s PUSH FOR MAXIMUM INCLUSION Full inclusion • Full access to curriculum, higher teacher expectations, reduce negative stereotypes with increased interaction. • Today, 75% of students with disabilities receive all or most services in the classroom, 25% in self-contained classes • Even the students with the most severely disabilities should have some access—like a music class—to a regular classroom

18. Today there are model Full Inclusion Schools (See Spring, page 80)What has been your experience with inclusion? • These schools were RESTRUCTURED to make inclusion work for everyone. • Key is teacher training, individualized instruction, cooperative learning. • Improves social and academic skills of students with disabilities • Improves social relations with peers • Promotes integration inside and outside of school

19. What concerns were raised about special education programs in the 1990s? • 1990s complaints about proper funding levels • American Federation of Teachers (AFT) opposed full inclusion without consideration of each student and resources. (See Spring, page 78-80) • Research did show mixed results for academic progress in some inclusion programs • Not providing support services for students and teachers • Not providing training to teachers

20. Study in 2002 Reports More ConcernsReport “Revitalizing Special Education for Children and their Families” • Higher dropout rate, twice the rate of their peers • Enrollment in higher education half of that of general population • Most teachers still feel under-prepared to work with children with disabilities • A 300% increase in learning disabilities since 1976 • Questions category—??40% there because cannot read • Over-representation of African American students in special education (second generation segregation)

21. Keys to Improvement of the Success of Inclusion Approaches for Students with Disabilities • Teacher Training • Funds for support services • IDEOLOGY Changes in public attitudes about civil rights and who should have full access in school and society, who is capable. VIDEO RESOURCES: Lehrer News Hour on Americans with Disabilities Act Features UI student as a summer intern in the Office of Senator Dick Durbin, and her battles for accommodation on LSAT.http://www.pbs.org/newshour/bb/law/july-dec10/ada_07-26.html

22. What limited women’s education? Gender roles imposed by norms Beliefs about abilities Barriers to equal education 1972 Title IX of the Higher Education Act No person can be discriminated against on the basis of gender in programs receiving Federal funds. In 1983 the Courts ruled that Title IX only covered academics But in 1987 Congress clarified that Title IX covered all activities in schools (athletics, hiring) See Spring, Chapter 3 Today girls should have equal access to curriculum, gender-equal textbooks, technical courses, extra-curricular activities, encouragement from counselors, and access to higher education. http://www.youtube.com/watch?v=z-19yWY901Q&feature=fvw Girls vs. Boys in Math (2)