CHAPTER 3: Today’s Multicultural, Bilingual, and Diverse School Exceptional Lives 8th Edition Turnbull, Turnbull, Wehmeyer, and Shogren Developed by Theresa Garfield Dorel Texas A&M University-San Antonio

Culture Culture is the customary beliefs, social forms, and material traits of a racial, religious, or social group; a shared way of life Microculture is a smaller group within a culture that share similar common identities such as race/ethnicity, religion, language, and geographic origin

Cultural Identity

Social Context of Special Education: Historical Foundation Theories of Diversity Genetic Deficit Theory - white people were genetically superior to nonwhite people Cultural Deficit Theory - blames academic failure of students from diverse backgrounds on the inherent disadvantages that exists within the students’ culture Theory of Cultural Difference - academic failures of students from diverse backgrounds cannot be attributed to perceived disadvantages existing within the culture

School System Responses Treatment of second- and third-generation European Americans, immigrant students, and African Americans Tracking practices School segregation Civil rights movement/Brown v. Board of Education Desegregation resulted in high numbers of students from culturally and linguistically diverse backgrounds being increasingly tracked into programs for students with intellectual disabilities

Court Cases Related to Nondiscriminatory Evaluation Brown v. Board of Education (1954) Larry P. v. Riles (1972, 1974) Diana v. State Board of Education, (1970)

Disproportionate Representation Risk ratios 1.0 = expected representation >1.0 = overrepresentation <1.0 = underrepresentation

Percentage of Students in Special Education in Different Environments by Race/Ethnicity

Gifted Education Placement American Indian/Alaska Native: 5.2 percent Asian/Pacific Islander: 13.1 percent African American: 3.6 percent Latino: 4.2 percent European American: 8.0 percent Average total: 6.7 percent

Trends in Disproportionality American Indian/Alaska Native and Black students more likely to receive services for special education American Indian/Alaska Native students more likely to receive services for learning disabilities Black students more likely to receive services for intellectual disabilities. Asian/Pacific Islander, Hispanic and White students are underrepresented in special education

Factors Associated With Disproportionate Representation Racial/Ethnic Considerations Percentage of students suspended or expelled

Language Considerations 5 Stages of English Proficiency Stage 1: Silence/receptive or preproduction stage Stage 2: Early production stage Stage 3: Speech emergence stage Stage 4: Intermediate language proficiency stage Stage 5: Advanced language proficiency stage

Income Considerations 34 percent of all people living in poverty in the United States are children 63 percent live with a single parent. 30 percent have a parent with less than a high school degree 39 percent have a parent with some college The McKinney-Vento Homeless Assistance Improvements Act of 2001 Poverty impacts educational achievement

Intersection among Race/Ethnicity, Language, and Poverty

Becoming a Culturally Responsive Teacher and Advocate Enhance your self-awareness Increase your knowledge and experiences of other cultures Advocate for systems change Implement culturally responsive instruction Use the adapted posture of cultural reciprocity Incorporate five components for delivering culturally responsive instruction