June 21, 2012 Cultural Responsiveness and Disproportionate Representation The Role of the Special Educator CUI 4450 Education and Psychology of Exceptional Children

Big Ideas Cultural Responsiveness Disproportionate Representation The many hats of a special educator

The extent to which research and practice in instruction and assessment take into consideration the cognitive, linguistic, and social assets of an individual that are culturally determined and shape ways in which that individual learns and makes sense of his or her experiences. Cultural responsiveness

Brown v Board of Education

Schools Responses After Brown v Board of Education, large numbers of African American students were tracked in special education.

Court Case Related to Nondiscriminatory Evaluation Larry P. v. Riles (1972, 1974)

Disproportionate Representation Risk Ratios % of Students in SpEd Gifted Ed

Gender Racial/Ethnic Considerations Language Considerations Poverty Considerations Relationships Among Race/Ethnicity, Language, and Poverty Factors Associated with Disproportionate Representation and Educational Equality

DPS story of Disproportionate Representation

Becoming a Culturally Responsive Teacher and Advocate Enhancing your Self-awareness Increasing your knowledge and Experiences of Other Cultures Advocating for Systems Change Implementing Culturally Responsive Instruction Use the Adapted Posture of Cultural Reciprocity Incorporate Five Components for Delivering Culturally Responsive Instruction Capitalize Upon Instructional Consultation Teams Implement Response to Intervention

5 components for delivering culturally responsive instruction Use examples from many cultures Cultural Integration From different perspectives Knowledge Construction Adjust your teaching to meet all needs Equity Pedagogy Addressing racial issues through direct instruction Prejudice Reduction School culture that empowers students Empowering School Culture and Social Structures

LEAP Indicators LE-1 Demonstrates knowledge of, interest in, and respect for students’ communities and cultures

Cultural Integration NOT Taco Tuesday

Knowledge Construction Cultural Identity Race/ethnicity Age Educational Level Occupation Language Proficiency Income Level Disability Sexual orientation Nationality Religion

Equity Pedagogy Knowing the cultural background of students and incorporating them into instruction and procedures Using cooperative learning or group experiences with students who learn best cooperatively Placing student in pairs to encourage questions-and-answer exchanges

Prejudice Reduction prej·u·dice noun 1. an unfavorable opinion or feeling formed beforehand or without knowledge, thought, or reason.reason 2. any preconceived opinion or feeling, either favorable or unfavorable. 3. unreasonable feelings, opinions, or attitudes, especially of a hostile nature, regarding a racial, religious, or national group.nature A child with Down Syndrome entering your class An immigrant from the Sudan who is attending school for the first time A child in a wheel chair with a service dog

Empowering School Culture and Social Structures Include student in determine classroom rules and allowing them choices in assignments Including students with disabilities or all students who try out for a performance Actively recruiting and hiring teachers of color Reducing the number of African Americans and Hispanics who are inappropriately places in special education programs Working with community groups to provide mentoring and tutoring programs Involving families in school decision making bodies

Many Hats of a Special Educator ast.org/view_print. php?book=17111

Final Thoughts Video of Giovanni Moreno at North High School youtu.be

Assignments Due Resource Notebook- if you have it show it to your instructor or provide a picture of your notebook. This is worth 5 points Final Text Response- these to your instructor- ask your instructor about due dates Check with your instructor to make sure all exit slips have been turned in