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Today’s Multicultural, Bilingual, and Diverse Schools

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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Today’s Multicultural, Bilingual, and Diverse Schools

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  1. Today’s Multicultural, Bilingual, and Diverse Schools Chapter 3

  2. 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.

  3. 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?

  4. History before IDEA • Genetic deficit theories • Cultural deficit theory • Cultural difference theory

  5. Landmark Legislation • Brown v. Board of Education (1954) • Diana v. Board of Education (1973) • Larry P. v. Riles (1972) • PASE v. Hannon (1980)

  6. 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

  7. 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

  8. 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

  9. Current Trends and Issues • High poverty schools and out-of-field teachers • White schools • Teachers with master’s degrees

  10. 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

  11. 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

  12. 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

  13. Linguistically-Diverse Learners • Transitional bilingual education • Maintenance bilingual education • English as a second language • Immersion • Sheltered English • Submersion

  14. 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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