Bal RPSE 300 Society Gargiulo Special Education in Contemporary Chapter Three Cultural and Linguistic Diversity and Exceptionality Chapter Summary This chapter focuses on the links between cultural and linguistic diversity and exceptionality It begins with a discussion of the increasing diversity in our nation and our students but the lack of diversity in educators and other school professionals The chapter then provides the students with important vocabulary words for describing and understanding cultural and linguistic diversity Multicultural education and bilingual education are differentiated and their place in the education of diverse students is discussed The chapter also discusses the disproportional representation of diverse students in special education programs Statistics are presented about disproportional representation and factors responsible for the over and under representation of different groups in different exceptionality categories are discussed as are the consequences of disproportional representation Finally the difficulties of reliably and validly assessing the skills and needs of culturally and linguistically diverse students are discussed The nondiscriminatory testing and evaluation component of IDEA is discussed as well as assessment innovations strategies and recommendations that should improve the reliability and validity of assessments with diverse students Classroom strategies for working with culturally and linguistically diverse students with disabilities are also presented Learning Objectives Explain how cultural and linguistic diversity is affecting U S classrooms Define culture multiculturalism multicultural education and bilingual education List six instructional options for teaching students who are bilingual Outline the issues associated with the disproportional representation of culturally and linguistically diverse learners in special education Describe the challenges confronting educators when assessing students from culturally and linguistically diverse groups Chapter Outline I Cultural Diversity The Changing Face of a Nation a Culture i The attitudes values belief systems norms and traditions shared by a particular group of people that can be reflected in their language religion dress diet and social customs b Multiculturalism i Acknowledgement and acceptance of many different cultures that have equal value Individuals can function in more than one culture c Multicultural education i Education that is infused throughout the curriculum and values the customs race language and ideas of all cultures including cultural constructs such as race gender and disability Bal RPSE 300 Society Gargiulo Special Education in Contemporary d Bilingual education i An educational strategy for students whose first language is not English where they receive instruction in their native language while learning English e Macroculture i Core national culture which represents a shared culture such as American individualism and independence f Microculture i Distinct subcultures within the larger culture that retain their own unique characteristics g English Learners i Individuals whose primary or home language is not English and who are not yet proficient in English so they cannot fully profit from instruction provided in English h The Federal Government only recognizes seven distinct racial groups i American Indian or Alaskan Native Asian Native Hawaiian or Other Pacific Islander Hispanic Black White Two or more races ii Any categorization of racial background will be somewhat inaccurate due to the many variations and commonalities within groups II Multicultural Education Bilingual Education and Student Diversity a Bilingual Special Education Considerations i Instructional and program options b Over representation of minority students receiving special education services Under representation of minority students in gifted and talented programs i Relationship between family socioeconomic status poverty 1 Minorities groups often live in urban areas that are associated with poverty and may have poor nutrition adverse living conditions and limited access to prenatal and healthcare Numerous reports have shown the negative influence of poverty on educational achievement ii Identification procedures 1 Faulty identification procedures ineffective prereferral strategies test bias and inappropriate assessment techniques may also account for some of the overrepresentation iii Instructional methodology 1 Research demonstrates that children from minority groups may learn differently than White youngsters and teachers may not employ strategies that meet the learning styles of all of their students c Consequences of a disproportionate representation of minority students in special education programs i May result in an inferior and less effective educational experience 1 Students who are removed from the general education classroom and curriculum may experience inferior educational opportunities Bal RPSE 300 Society Gargiulo Special Education in Contemporary due to limited expectations supplies instructional materials and resources ii Increases risk for underachievement and school dropout 1 Minority students historically have higher rates of school dropout than their White classmates iii May create limited employment opportunities 1 Adults who did not complete high school are more likely to be unemployed or incarcerated III Assessment of Culturally and Linguistically Diverse Students with Disabilities a Numerous attempts have been made to limit bias in assessment tools and procedures i Test revisions 1 Tests were renormed or restandardized to reflect the diversity of today s American schools An example includes the Kaufman Assessment Battery for Children K ABC II which was redesigned in 2004 ii Multiple Intelligences 1 Howard Gardner 1983 1993 suggested a broader view of intelligence that looks at characteristics that are not traditionally assessed on standard IQ tests Gardner proposed eight different though related intelligences verbal linguistic musical rhythmic bodily kinesthetic interpersonal logical mathematical visual spatial intrapersonal and naturalist iii Portfolio assessments 1 Portfolio assessments are considered authentic performance based assessment strategies that demonstrate an individual s growth over time rather than comparing the progress to a set of norms IV Classroom Suggestions for Teachers of Culturally and Linguistically Diverse Students with Disabilities