3 | 1 © Wadsworth, Cengage Learning Who are Today’s Students in a Diverse Society? Chapter Three

3 | 2 © Wadsworth, Cengage Learning Sources of Student Diversity Racial, ethnic, and cultural backgrounds Language (other than English) Academic abilities, achievements, and learning styles Diverse needs (develop at different rates) Gender Sexual orientation Socioeconomic backgrounds

3 | 3 © Wadsworth, Cengage Learning Race and Ethnicity Ethnicity Racial similarity or difference Common culture –Language –Customs –Religion Race Common ancestry & physical characteristics

3 | 4 © Wadsworth, Cengage Learning Projections of the U.S. Population

3 | 5 © Wadsworth, Cengage Learning Assimilation v. Cultural Pluralism Cultural Pluralism Each subculture maintains its own individuality Seeks healthy interaction among diverse groups Assimilation Members of subcultures expected to give up their own customs and learn American ways

3 | 6 © Wadsworth, Cengage Learning Approaches to Multicultural Education Teaching the exceptional and culturally different Human relations Single-group studies Multicultural approaches Multicultural social justice

3 | 7 © Wadsworth, Cengage Learning Culturally Responsive Teaching Takes a social justice perspective Responds to conflicts of communication styles, expectations between students and teacher or school –Equity pedagogy

3 | 8 © Wadsworth, Cengage Learning ELL Student Language Backgrounds Spanish - 77% Vietnamese % Hmong % Korean % Arabic % French (Haitian) Creole % Cantonese % All others together - less than 1%

3 | 9 © Wadsworth, Cengage Learning Bilingual Education Models ImmersionTeaching is in English English as a Second Language (ESL) Program Short-term or pull-out English lessons; may be used with immersion TransitionalIntensive English instruction combined with some subject instruction in native language Maintenance or Developmental Preserve and build on native language skills while adding English as a second language

3 | 10 © Wadsworth, Cengage Learning Howard Gardner’s Multiple Intelligences Verbal/Linguistic Spatial Musical Intrapersonal Tentative identification of a ninth intelligence (existential) that Gardener is currently trying to validate Logical-mathematical Bodily-kinesthetic Interpersonal Naturalist Eight distinct intellectual capacities:

3 | 11 © Wadsworth, Cengage Learning Gardner’s Five Minds The Disciplined Mind The Synthesizing Mind The Creating Mind The Respectful Mind The Ethical Mind

3 | 12 © Wadsworth, Cengage Learning Four Basic Learning Styles Visual - seeing Auditory - hearing Kinesthetic - moving Tactile - touching

3 | 13 © Wadsworth, Cengage Learning Specific Disabilities Among Children Age 6-21

3 | 14 © Wadsworth, Cengage Learning Six Principles of Special Education Six principles provide the framework of IDEA (Individuals with Disabilities Education Act ), around which education services are designed and provided to students with disabilities: Free appropriate public education Appropriate evaluation Individualized Education Program (IEP) Least restrictive environment Parent and student participation in decision making Procedural safeguards

3 | 15 © Wadsworth, Cengage Learning Mainstreaming and Inclusion Inclusion Students in regular school and classroom as much as possible Brings services to the child in the classroom. Mainstreaming Students with disabilities in general education classrooms for at least part of the day. Additional classes, services as needed

3 | 16 © Wadsworth, Cengage Learning Response to Intervention

3 | 17 © Wadsworth, Cengage Learning Guidelines for Teaching Students With Disabilities Be open to including students with disabilities in your classroom Learn each child’s limitations and potential Learn instructional methods & technology that can help each child Insist that needed services be provided Use a variety of teaching strategies Co-teach with a special education teacher

3 | 18 © Wadsworth, Cengage Learning Acceleration and Enrichment for Gifted and Talented Students Enrichment Go beyond regular curriculum Greater depth and breadth Individual or collaborative inquiry activities Develop problem- solving abilities Acceleration Learn regular curriculum at a pace commensurate with abilities Progress to advanced materials faster than age norms or grade levels

3 | 19 © Wadsworth, Cengage Learning Guidelines for Teaching Gifted and Talented Students Provide teaching that allows use of the regular class as a forum for research, inquiry, and projects Encourage curiosity and confidence Allow exploration beyond standard curriculum Differentiate instruction Help students develop the skills required for self-directed learning Group students of varying ability levels by interest for cooperative projects Teach complex thinking processes Look for alternative curriculum materials Implement curriculum compacting Match students with mentors

3 | 20 © Wadsworth, Cengage Learning Glasser’s Choice Theory Students make choices to satisfy basic needs –Survival –Love and Belonging –Power –Freedom –Fun Class works better if teachers plan learning activities that help satisfy, instead of frustrating, needs

3 | 21 © Wadsworth, Cengage Learning Promoting Gender Equity Have high expectations for all students, boys and girls. Organize classroom, technology schedules so students don’t segregate or monopolize by sex. Avoid biased instructional materials. Examine and address, if needed, the frequency with which students are called on and the kind of responses teachers provide. Eliminate sex-stereotyped assignments & tasks. Structure learning to give girls equal opportunity to participate. Model sex-equitable behavior.

3 | 22 © Wadsworth, Cengage Learning Making School Safer for Students of All Orientations Establish classroom guidelines against name- calling. Respect different points of view. Make no assumptions about students’ families or their sexual orientations. Be a role model; treat all students with respect and dignity.

3 | 23 © Wadsworth, Cengage Learning Teaching Your Diverse Students Seek out experiences to broaden your cultural and societal understanding. Spend time with people who differ from your ethnicity, culture, or language. Volunteer in schools that differ from those you attended. Learn about and appreciate the values and backgrounds of your students. Teach to your students’ strengths. Provide a variety of educational experiences. Involve students’ families. Respect values of both school and families.