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TAMU INST 210 - Culture and language diversity discussion

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INST 210 1ST Edition Lecture 4 Outline of Last Lecture I. B/CS ISD data analysis,II. How this can pertain to the real world,III. How this can help for teaching practices,IV. Additional resourcesOutline of Current Lecture I. Culture,II. Language diversity,III. Discussion, IV. Disproportionate representationCurrent LectureLearning outcome: becoming culturally responsible teachers and advocates to our students I. Culturea. Native language, music, religions, geographical origins, age, gender, class, ethnicity, exceptionalityb. EX: In terms of an exceptionality-- deaf culture is a very tight-knit culturec. Ex: being around someone else's culture, adopting other's cultures into your own turn into an aspect of our own cultures!d. Could you have two different cultures? Yes- parents from different areas (Mexican and German), culture at work vs culture at home (some behaviors are acceptable in some places and not others). The Hispanic culture tends to have less personal space than we do in the US. II. Language diversitya. For a student who id learning English and has a disability, which is the most likely placement,special education or bilingual education? Depends on the student and situation! Do they have a disability because they don't know English or do they need help learning English and also have a disability? Will putting them in SPED, which is taught in English, help them learn English along with helping their disability? With all of these things, consider the interest of the children and how they could progress in the curriculum. b. Theories of diversity:i. Genetic deficit and cultural deficit-- we pretty much discount these now daysii. Cultural difference-- we are all just different. We need to adjust our perception of difference, and see that different is OK. We should not give negative attribution to other cultures. In junior high level mostly-- fluent Spanish-English speaking students do not want to help the recent immigrants who don't speak English but speak SpanishThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.iii. Cultural reproduction-- we perpetuate this inequity with systems. Ex- we're giving children a test to choose them for the gifted program, but it's not tailored to students who do not primarily speak English. This is discriminating against these students- it’s aproblem!iv. Maye part of being a culturally responsive teacher is paying attention to the way thingsare going and challenge ourselves to think that just because we always have done something one way, it's not the only right way. v. Key aspect of becoming a culturally responsive teacher is becoming aware of oneself! Ex- recording ourselves talking in the classroom/to different cultures and noticing how our tones/voices change.III. Discussion: how are the theories of diversity connected to special education? a. We have to be aware of these, and also we're going to see other people treating kids differently. IV. Disproportionate representationa. Risk ratios-- pg. 59 in book. Normal expectancy would be 1, so why it is in terms of learning disabilities that American Indian/Alaska natives are 1.8, 1.43, and such high expectancies? Intellectual disability under black column is almost 3 times what’s expected normally… b. More males are in special education than females, more African


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