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Copy of Chapter 14 School Inclusion Multicultural Issues in Special

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Milk Xu

on 17 February 2014

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Transcript of Copy of Chapter 14 School Inclusion Multicultural Issues in Special

Exceptionality
Special Education as Exclusion
Special Education and Segregation
Strategies to Prevent Misdiagnosis and Disproportionality
The Monoculture of Mainstream Education
Parent Participation and Working with Families
IDEA(2004) mandates parent-professional collaboration not only when individual education plans (IEPs) and individualized family services plans (IFSPs) are being developed but also throughout the entire special education process (Salas, Lopez, Chinn, & Menchaca-Lopez, 2005; Turnbull, Turnbull, Erwin, & Soodak, 2005).
Culturally Competent Teachers and Inclusive Pedagogies
Culturally Situated Schooling and Inclusive Pedagogies
Inclusive Schools
Delivery of Special Education in the Context of General Education
Inclusive Schoolds and Teacher Education
Managing Inclusive Classrooms
Questions
Why, according to the chapter, are students who are culturally and linguistically diverse overrepresented in specail education classes and programs, especially those for learning disbilities, mental retardation, and emotional and behavioral disorders? What kinds of solutions could change this overrepresentation?
Chapter 14
School Inclusion and Multicultural Issues
in Special Education
Yuli Xu
Special Education and Segregation
Children in the special education segregated programs actually did less well academically than similar children who had remained in general education without special services. (Dunn, 1968)
In 2004, the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) included a number of changes to reinforce the accountability of state and local education agencies for addressing the disproportional representation of CLD students by ethnic/racial groups across disability categories.
Strategies to Prevent Misdiagnosis and Disproportionality
RTI Model: the response to intervention.
Three-Level Process Model:

3. Level 3/Intensive intervention
2. Level 2/Secondary prevention
1. Level 1/Primary prevention
requires culturally responsive quality teaching using evidence-based strategies along with close monitoring of the at-risk students in the general education classroom.
Small-group tutoring after school.
Individualized instructional objectives based on student needs.
Causes of Limited Parental Involvement
Multiple, Complex and Interrelated Reasons
parents feel that they are not valued and respected by professionals, that they are blamed for their child's difficulties, and that their requests for information are ignored (Bevan-Brown, 2009; Zhang & Bennett, 2003; Zionts, Zionts, Harrison, & Bellinger, 2003)
Parents also report being discouraged from involvement because of professionals' negative attitudes and treatment of their children.
The greatest cause of parental noninvolvement relates to Professionals' limited knowledge of diverse cultures and their failure to understand how their own cultural beliefs and attitudes influence their teaching and services.
A final cluster of cultural reasons for parental noninvolvement is evidenced by recently immigrated families and those with limed English proficiency.
Parental noninvolvement is related to poverty and its by-products.
Strategies to Increase Parental Participation
Inviting parents to bring extended
family, siblings, or community members to support them at IEP meetings.
Holding meetings in culturally appropriate, family-friendly venues.
Providing bilingual documentation and ranslators or asking parents to nominate a suitable person to translate for them.
Making meetings more informal;
Allowing time for small talk;
Including food
Providing transportation and child-care facilities;
Having flexible meeting time schedules;
Recording meetings for absent members for late consideration.
Preintervention Culturally Responsive Teaching
What are the characteristics of an effective teacher who is culturally responsive?
Give specific examples of how a teacher can demonstrate mastery of the different interactions and relationships needed for culturally effective teaching.
The Effective Teaching Profile
Hand out)
(
Thank You!
Any Other
Ideas?
Full transcript