Transcript CUI 4450 Education and Psychology of Exceptional Children

CUI 4450 Education and Psychology
of Exceptional Children
June 21, 2012
Cultural Responsiveness and Disproportionate
Representation
The Role of the Special Educator
Big Ideas
Cultural
Responsiveness
Disproportionate
Representation
The many hats of a
special educator
Cultural responsiveness
The extent to which research and practice in
instruction and assessment take into
consideration the cognitive, linguistic, and social
assets of an individual that are culturally
determined and shape ways in which that
individual learns and makes sense of his or her
experiences.
Brown v Board of Education
Schools Responses
After Brown v Board of
Education, large
numbers of African
American students were
tracked in special
education.
Court Case Related to
Nondiscriminatory Evaluation
 Larry P. v. Riles (1972, 1974)
Disproportionate Representation
Risk Ratios
% of Students in
SpEd
Gifted Ed
Factors Associated with Disproportionate
Representation and Educational Equality
 Gender
 Racial/Ethnic Considerations
 Language Considerations
 Poverty Considerations
 Relationships Among Race/Ethnicity,
Language, and Poverty
DPS story of Disproportionate
Representation
Becoming a Culturally Responsive
Teacher and Advocate
 Enhancing your Self-awareness
 Increasing your knowledge and Experiences of Other Cultures
 Advocating for Systems Change
 Implementing Culturally Responsive Instruction
 Use the Adapted Posture of Cultural Reciprocity
 Incorporate Five Components for Delivering Culturally
Responsive Instruction
 Capitalize Upon Instructional Consultation Teams
 Implement Response to Intervention
5 components for delivering
culturally responsive instruction
Cultural Integration
Knowledge Construction
• Use examples from many cultures
• From different perspectives
Equity Pedagogy
• Adjust your teaching to meet all needs
Prejudice Reduction
• Addressing racial issues through direct
instruction
Empowering School Culture
• School culture that empowers students
and Social Structures
LEAP Indicators
 LE-1 Demonstrates knowledge of, interest in, and respect for
students’ communities and cultures
Cultural Integration
NOT
Taco Tuesday
Knowledge Construction
Race/ethnicity
Nationality
Language
Proficiency
Income Level
Age
Cultural
Identity
Educational
Level
Disability
Occupation
Sexual
orientation
Religion
Equity Pedagogy
 Knowing the cultural background of students and
incorporating them into instruction and procedures
 Using cooperative learning or group experiences with
students who learn best cooperatively
 Placing student in pairs to encourage questions-and-answer
exchanges
Prejudice Reduction
prej·u·dice
noun
1. an unfavorable opinion or feeling formed beforehand or without knowledge,
thought, or reason.
2. any preconceived opinion or feeling, either favorable or unfavorable.
3. unreasonable feelings, opinions, or attitudes, especially of a hostile nature,
regarding a racial, religious, or national group.
A child with
Down Syndrome
entering your
class
An immigrant from
the Sudan who is
attending school for
the first time
A child in a wheel
chair with a service
dog
Empowering School Culture and
Social Structures
Include student in determine
classroom rules and allowing
them choices in assignments
Including students with
disabilities or all students
who try out for a performance
Working with community
groups to provide mentoring
and tutoring programs
Involving families in
school decision making
bodies
Actively recruiting and hiring
teachers of color
Reducing the number of African
Americans and Hispanics who are
inappropriately places in special education
programs
Many Hats of a Special Educator
http://bookbuilder.c
ast.org/view_print.
php?book=17111
Final Thoughts
Video of Giovanni Moreno at North High School
http://www.youtube.com/watch?v=BJMH5yq8kj0&feature=
youtu.be
Assignments Due
Resource Notebook- if you have it show it to your instructor or
provide a picture of your notebook. This is worth 5 points
Final Text Response- Email these to your instructor- ask your
instructor about due dates
Check with your instructor to make sure all exit slips have been
turned in