34.Moststudentsfromculturallydifferentbackgroundswillnotrequirespecialeducationintervention.
a.True
b.False
a.True
b.False
ANSWER: True
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.01-Describehowthelivesofstudentswithdisabilitiesfrom
culturallyand/orlinguisticallydiversebackgroundshavechangedsincetheadventof
IDEA.
NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
35.Culturalorlinguisticdiversitydonothavelinkingfactorswithspecialeducation.
a.True
b.False
a.True
b.False
ANSWER: False
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.05.04-Describehowthesepopulationtrendsaffectpubliceducation.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
36.Whatsupportswillemergentbilinguallearnerneedinschools?
ANSWER: Thereisaneedtoprovidelinguisticallyappropriateassessmentsandinstructionin
classroomsandmanywillrequireasubstantialamountofsupplementaryassistanceand
supportforlanguagedevelopment,especiallyacademiclanguagedevelopment.
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.02-Describethepurposesandapproachesofbilingual/ESL
educationandculturallyandlinguisticallyresponsiveeducation.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
37.Whatistheoverarchingfocusofculturallyresponsiveeducation?
ANSWER: TheCRTmodelisvitallyimportanttounderstandingchildreninthecontextoftheir
families.CRTfocusesonthestrengths,priorknowledge,andexperiencesoflearners
andtheirfamiliestocreaterichlearningenvironments,oneofthemostimportant
elementsinprovidingsuccessfulinterventionsisgatheringinformationinaculturally
responsivewaybylearningwhothefamilyandchildarewithoutprejudice.
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
HESC.HARD.17.05.07-Identifypromisingchangesinpubliceducationthatsupport
culturallyandlinguisticallydiverselearnerswithdisabilities.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
UnitedStates-CEC.6.0-Beginningspecialeducationprofessionalsusefoundational
knowledgeofthefieldandtheirprofessionalEthicalPrinciplesandPracticeStandards
toinformspecialeducationpractice,toengageinlifelonglearning,andtoadvancetheir
profession.
38.Describehowlanguagediversitymaycontributetoassessmentdifficultieswithstudentswhoarefromavarietyof
cultures.
ANSWER: Whentryingtodecidewhetherachildhasalanguagedisability,professionalsoften
mistakenlyidentifythechildasneedingspecialeducationserviceswheninfacttheissue
isalanguagelearningissue.Thiscanhappenbecauseofalackofknowledgeaboutthe
differencebetweenlanguagelearningandlanguagedeficits.
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
39.Identifytwowaysinwhichassessmentmaycontributetotheoverrepresentationofculturallydiversestudentsin
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
40.Describesomefactorsthatinterferewithparentinvolvementintheeducationoftheirchildren.
ANSWER: Thesefactorsmayincludealackofunderstandingaboutcultureandprocessesofpublic
educationintheUnitedStates,pastnegativeexperienceswitheducationpersonnel,a
perceptionthattheirinvolvementmightplacethematriskforlegalaction,areluctance
toattendeventsthatdonotattendtotheirneedsforinterpretation,andpotentially
unwelcomingschoolenvironments.
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
NATIONALSTANDARDS: UnitedStates-CEC.7.0-Beginningspecialeducationprofessionalscollaboratewith
familiesandothereducators,relatedservicesproviders,individualswithexceptionalities,
andpersonnelfromcommunityagenciesinculturallyresponsivewaystoaddressthe
needsofindividualswithexceptionalitiesacrossarangeoflearningexperiences.
41.Brieflyexplaintheprocessofculturallyresponsiveteaching.
ANSWER: Theprocessincludes;1)recognizedpersonalattitudestowardsdifferingculturalgroups,
2)understandingandusingstudent’sstrengths,andfundsofknowledgetobuildnew
learningexperiences,3)creatingacaringclassroomcommunity,4)buildingstrong
relationshipswithstudentsandtheirfamilies,and5)holdstudentsaccountablefortheir
ownlearning.
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
42.Describehowdifferingsocioculturalcustomsmayaffectparentalinvolvementintheeducationalprocess.
ANSWER: 1)Parentsfromsomeculturalbackgroundsmayviewspecialassistancedifferentlyfrom
thewayeducationalinstitutionsdo.2)Someparentsmaybereluctanttotakeanactive
role.3)Certainbehaviorsthatmaysuggestadisablingconditionthatcallsforspecial
educationareviewedasnormalbysomecultures.
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
NATIONALSTANDARDS: UnitedStates-CEC.7.0-Beginningspecialeducationprofessionalscollaboratewith
familiesandothereducators,relatedservicesproviders,individualswithexceptionalities,
andpersonnelfromcommunityagenciesinculturallyresponsivewaystoaddressthe
needsofindividualswithexceptionalitiesacrossarangeoflearningexperiences.
43.Describehowmigrancycancontributetotheacademicdifficultiesforchildren.
ANSWER: Migrancypresentsaseriousdifficultyinthatitinterruptsthecontinuityofschoolingand
hasanimpactonlearning,teacherandpeerrelationships,andgeneralacademic
progress.Childrenfrommigrantfamilieshavelimitedcontinuityandconsiderable
inconsistencyineducationalprogramming.Theyoftenhavelimitedaccesstoservices
duetotheirshort-termenrollmentsortheschool’slimitedcapabilitiestodeliverservices.
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
44.Listthebeliefsandassumptionsofmulticulturaleducationaccordingtothetext.
ANSWER: Culturaldifferenceshavestrengthandvalue.
Schoolsshouldbemodelsfortheexpressionofhumanrightsandrespectforcultural
differences.
Socialjustice[fairness]andequalaccess[basedonindividualneedsratherthanthe
sameforall]forallpeopleshouldbeofparamountimportanceinthedesignanddelivery
ofcurricula.
Attitudesandvaluesnecessaryforthecontinuationofademocraticsocietycanbe
promotedinschools.
Schoolingcanprovidetheknowledge,skills,anddispositions—andthevalues,attitudes,
andcommitments—tohelpstudentsfromdiversegroupslearn.
Educatorsworkingwithfamiliesandcommunitiescancreateanenvironmentthatis
supportiveofmulticulturalism[culturalresponsiveness].
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.05.02-Describethepurposesandapproachesofbilingual/ESL
educationandculturallyandlinguisticallyresponsiveeducation.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
45.Discussfactorsthateducationalprofessionalsmustconsiderwhendevelopingandindividualeducationalprogramfor
achildrenfromdiverseculturalandlinguisticbackgrounds.
ANSWER: Forallchildrenidentifiedforspecialeducation,thefirstconsiderationindevelopingan
individualeducationprogram(IEP)aretheeducationalstrengthsandneedsofthechild
asestablishedbyacollaborativeteamofprofessionalsinconcertwithparents.
Educationprofessionalsshouldavoidmakingconventionalassumptionsaboutachild’s
culturalbackground,whichmeansgettingtoknowthechildandtheirfamilywell.IEPs
writtenforchildrenfromculturallyandlinguisticallydiversebackgroundsaswellasthe
systematicmonitoringoflanguageandacademicprogressmustaccuratelybeattended
toinanindividualizedfashion,perhapsevenmoresothanforchildrenwithdisabilities
whocomefromtheculturalmajority.Theguidingprincipleisthatinstructionfor
studentswithdisabilitiesshouldtakeplaceinanenvironmentassimilartothatofthe
educationalmainstreamaspossible,however,supplementallanguageorcultural
instructionmaybeneededinaddition.Collaborationisabsolutelyessentialincreating
supportsandeffectiveinterventionsforCLDLswithdisabilities.
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
46.​Multiculturaleducationisaconceptthataddressesculturaldiversityandisbasedonwhichofthefollowing
assumptions?
a.​Culturaldifferenceshavenovalue.
b.​Schoolsarenotrelevantinsocietyatlarge.
c.​Schoolscannotchangeandpromoteattitudes.
d.​Schoolsmustincluderecognitionoftherolesofmanypeoples.
ANSWER: d
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.02-Describethepurposesandapproachesofbilingual/ESL
47.​________educationvaluesandpromotesculturalpluralismortheculturalorlinguisticdifferencesofindividualsand
howthosedifferencesworktogethertocreatearichersociety.
a.​Inclusional
b.​Multicultural
c.​Pluralistic
d.​Diversified
ANSWER: b
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.02-Describethepurposesandapproachesofbilingual/ESL
educationandculturallyandlinguisticallyresponsiveeducation.
NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
48.​Theideaofamodifiedculturalpluralismapproachtomulticulturaleducationencouragestheideaofvariouscultural
groupsretainingtheirseparateidentitieswithinsocietyaspartsofa“patchworkquilt,”ratherthangivingwaytothe
dominantcultureasa(n)________thatpromotesassimilationorhomogenization.
a.​merger
b.​onesizefitsall
c.​lawofaverages
d.​”meltingpot”
ANSWER: d
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.02-Describethepurposesandapproachesofbilingual/ESL
educationandculturallyandlinguisticallyresponsiveeducation.
NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
49.​Whichofthefollowingstatementsisaccurate?
a.​Studentsfromsomeculturalbackgroundsaredisproportionatelyplacedinspecialeducation.
b.​Atensionthatexistsbetweenmulticulturalandspecialeducationistheroleofeducatingstudentswhoare
failingingeneraleducation.
c.​Asian/PacificIslanderstudentsareunderrepresentedinspecialeducation,butoverrepresentedingifted
education.
d.​Alloftheanswersarecorrect.
ANSWER: d
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.05.03-Describepopulationtrendsamongculturallyandlinguistically
diverselearners,especiallyprevalencebyraceandethnicity,speakersofother
languages,poverty,andmigrancy.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
50.Whichofthesestatementsaboutprevalencefiguresistrue?​
a.​Ahighpercentageofspecialeducationstudentsarefromculturallydivergentbackgrounds.
b.​Thereisnodifferenceindropoutratesforminorityyoungsters.
c.​Studentsfromculturallydivergentbackgroundsareequallyrepresentedingiftedandtalentedprograms.
d.​Dropoutratesarenotassociatedwithlevelofincome.
ANSWER: a
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.03-Describepopulationtrendsamongculturallyandlinguistically
diverselearners,especiallyprevalencebyraceandethnicity,speakersofother
languages,poverty,andmigrancy.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
NOTES: Ahighpercentageofallspecialeducationstudentsarefromculturallydivergent
backgrounds.Concernisexpressedregardingtheoverrepresentationofstudentsof
coloringroupslabeledashavingdisabilities.
51.____________istheover-orunderrepresentationofaspecificculturalgroupwithinaspecifiedsettingwhen
comparedtothepercentageofrepresentationorprevalenceinthegeneralpopulation.​
a.​Presence
b.​Prevalence
c.​Disproportionality
d.​Proportionality
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.05.03-Describepopulationtrendsamongculturallyandlinguistically
diverselearners,especiallyprevalencebyraceandethnicity,speakersofother
languages,poverty,andmigrancy.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
52.Theincreaseofstudentsfromlinguisticallydifferentbackgroundshighlightstheneedforschooldistrictstoprovide​
a.​specialeducation.
b.​interpretersinclassrooms.
c.​textbooksineverylanguage.
d.​linguisticallyappropriateinstruction.
ANSWER: d
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
NOTES: Thereisinsufficienttrainingofteachersinprovidingappropriateinstructionforstudents
whoareEBLs.
53.Nondiscriminatoryassessmentseekstoeliminate​
a.​testbias.
b.​assessmentbias.
c.​measurementerrors.
d.​Alloftheanswersarecorrect.
ANSWER: b
REFERENCES: Bloom’s:Understanding
54.WhichlawsuitaddressedunfairassessmentpracticesonbehalfofAfricanAmericanstudents?​
a.​Brownv.BoardofEducation
b.​Millsv.BoardofEducationoftheDistrictofColumbia
c.​Lauv.Nichols
d.​LarryP.v.Riles
ANSWER: d
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
NOTES: Someeducationalandpsychologicalassessmentsarebasedonstandardizedevaluation
ofintellectualandsocialfunctioningandmaydiscriminateorbebiasedagainstchildren
fromethnicallyandculturallydiversebackgrounds.Thisissuewaspresentedtothe
courtswheredeterminationwasmadethatsuchevaluationswerediscriminatoryto
African-AmericanstudentsinLarryP.v.Riles,(1972,1979).
55.​ThecaseofDianav.StateBoardofEducationestablishedwhichprecedentthatisveryprominentinthe
IndividualswithDisabilitiesEducationAct(IDEA)?
a.​Onlypsychologistsfromculturallydivergentbackgroundsshouldtestminorityyoungsters.
b.​Althoughculturallybiased,IQtestscandetermineplacementofminorityyoungstersinspecialeducation.
c.​Childrentestedforpotentialplacementmustbeassessedintheirnativeorprimarylanguage.
d.​Studentsfromculturallydivergentbackgroundsarenoteligibleforspecialeducationservices.
ANSWER: c
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
NOTES: TwoprominentprecedentsinIDEAwereestablishedinthecaseofDianav.State
BoardofEducation.Theywere:(1)thatchildrentestedforpotentialplacementin
specialeducationmustbeassessedintheirnativeorprimarylanguage,and(2)that
childrencannotbeplacedinspecialclassesonthebasisofculturallybiasedtests.
56.Jenny,aSpeechandLanguagePathologist,wasassessingastudent’sexpressivelanguageability.Thestudentwas
knowntohavelimitedEnglishproficiency,soJennymustensurethat_____arenotmaskingthechild’strueabilities
ortheassessmentwouldbeinvalid.​
a.​phonemeclusters
b.​languagedifferences
c.​languagedisorders
d.​pragmaticproblems
ANSWER: b
REFERENCES: Bloom’s:Applying
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
NATIONALSTANDARDS: UnitedStates-CEC.4.0-Beginningspecialeducationprofessionalsusemultiple
methodsofassessmentanddatasourcesinmakingeducationaldecisions.
57.Itcanbesaidthatgeneraleducation,specialeducation,andmulticulturaleducationsharethesamepurpose.​
a.True
b.False
ANSWER: False
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.05.02-Describethepurposesandapproachesofbilingual/ESL
educationandculturallyandlinguisticallyresponsiveeducation.
NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
58.StudentswhohavelimitedEnglishproficiencyareatriskforbeingdisproportionallyplacedinspecialeducation.​
a.True
b.False
ANSWER: True
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.05.03-Describepopulationtrendsamongculturallyandlinguistically
diverselearners,especiallyprevalencebyraceandethnicity,speakersofother
languages,poverty,andmigrancy.
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
exceptionalitiesmayinteractwithdevelopmentandlearningandusethisknowledgeto
providemeaningfulandchallenginglearningexperiencesforindividualswith
exceptionalities.
59.Whatistheoverarchinggoalofmulticulturaleducation?​
ANSWER: Multiculturaleducationseestheschoolasapowerfultoolforpromotingcultural
differencesandculturalpluralism.Thismaybeseenasbeingatoddswiththegoalsof
generaleducation.​
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.02-Describethepurposesandapproachesofbilingual/ESL
educationandculturallyandlinguisticallyresponsiveeducation.
NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
60.Describeculturallyandlinguisticallyresponsiveteaching(CRT).​
ANSWER: CRTfocusesonthestrengths,priorknowledge,andexperiencesofthelearnertocreate
aneffectivelearningenvironment.​
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.05.02-Describethepurposesandapproachesofbilingual/ESL
educationandculturallyandlinguisticallyresponsiveeducation.
NATIONALSTANDARDS: UnitedStates-CEC.2.0-Beginningspecialeducationprofessionalscreatesafe,
inclusive,culturallyresponsivelearningenvironmentssothatindividualswith
exceptionalitiesbecomeactiveandeffectivelearnersanddevelopemotionalwell-being,
positivesocialinteractions,andself-determination.
61.ListtwoareasthatneedspecialattentioninthedevelopmentofanIEPforastudentfromaculturallydiverse
background.​
ANSWER: 1)Coordinationofservicesandprofessionals,2)Culturalstereotypesthatshouldnotbe
perpetuatedbyinappropriateassumptions​
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.05.06-Describeculturallyandlinguisticallyresponsivespecial
educationthatsupportsstudentlearningforCLDLs.
NATIONALSTANDARDS: UnitedStates-CEC.5.0-Beginningspecialeducationprofessionalsselect,adapt,and
usearepertoireofevidence-basedinstructionalstrategiestoadvancelearningof
individualswithexceptionalities.
62.Describehowpovertycancontributetotheacademicdifficultiesofchildrenfromdiversebackgrounds,oftenresulting
intheirreferraltospecialeducation.​
ANSWER: 1)Disadvantagedprenataldevelopment,2)Environmentalcharacteristicssuchas
malnutritionandthepresenceoftoxicagents​
REFERENCES: Bloom’s:Remembering
LEARNINGOBJECTIVES:HESC.HARD.17.05.03-Describepopulationtrendsamongculturallyandlinguistically
diverselearners,especiallyprevalencebyraceandethnicity,speakersofother
NATIONALSTANDARDS: UnitedStates-CEC.1.0-Beginningspecialeducationprofessionalsunderstandhow
63.Listthewaysinwhichtheculturalbackgroundofparentsinfluencestheirreactionstoachildwithadisability.​
ANSWER: Familiesfromsomeculturesoftenhavegreatdifficultyacceptingdisabilities,and
religiousbeliefsandvaluestendtohaveaconsiderableimpactonhowwellaculturally
diversefamilycanacceptachild’sdisability.Theextendedfamilystructurescommonin
AfricanAmericanandHispanicculturesarethefoundationfordifferingbeliefs
regardingtheprovisionofcarefromalargercommunityaswellasanxietiesabout
adjustingtotheneworalienculturalinfluencesthatmayberepresentedbyspecial
education.Parentsofchildrenwithdisabilitieswhoarepoor,whoarefromaminority
background,andwhohaveaprimarylanguageotherthanEnglishfaceenormous
disadvantagesinteractingwiththespecialeducationsystem.​
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.05-Identifywaysthatpublicschoolscandecreasethe
disproportionalityofculturallyandlinguisticallydiverselearners(CDLs)inspecial
educationandsignificantlyimprovetheireducation.
NATIONALSTANDARDS: UnitedStates-CEC.7.0-Beginningspecialeducationprofessionalscollaboratewith
familiesandothereducators,relatedservicesproviders,individualswithexceptionalities,
andpersonnelfromcommunityagenciesinculturallyresponsivewaystoaddressthe
needsofindividualswithexceptionalitiesacrossarangeoflearningexperiences.
64.WhatfivemajorelementsoftheIndividualswithDisabilitiesEducationAct(I.D.E.A.)arerelevanttomulticultural
education?Brieflydescribeeachoftheseelements.​
ANSWER: ThefourmajorelementsoftheIndividualswithDisabilitiesEducationAct(IDEA)
relevanttomulticulturaleducationareasfollows:(1)nondiscriminatoryand
multidisciplinaryassessment;(2)parentalinvolvementindevelopingeachchild’s
educationalprogram;(3)educationintheleastrestrictiveenvironment;(4)afreeand
appropriatepubliceducation;and(5)anindividualizededucationplan.
elementinIDEA.Whatisnotconsideredinthisperspective,however,isthatallparents
donotviewtheeducationalsysteminthesameway.Forwhateverreasons,some
parentsmaynotinteracteffectivelywiththeschools.Itispossiblethatsomeparents
maybemisinterpretingbehaviorsthatreflectdifferingculturalmores.Peoplefrom
divergentculturesviewtheworldfromavarietyofperspectives,andparticipationin
matterssuchasplanningtheirchild’seducationmaynotbeviewedsimilarlybyall
cultures.
Educationintheleastrestrictiveenvironment(LRE)involvesawidevarietyof
placementoptions.Theguidingprincipleisthatinstructionshouldtakeplaceinan
environmentthatisassimilartothatoftheeducationalmainstreamaspossible.IDEA
requiredthatstudentswithdisabilitiesbetaughtinsettingswithnon-disabledpeerstothe
maximumextentappropriate.Forthechildwhoisculturallydiversewhoisalso
receivingappropriatespecialeducationservices,thesameistrue.However,some
uniquecircumstancesarisethatrequireadditionalattention.Exceptionalchildrenwho
alsohavelanguagedifferencesmaywellrequirefurtherconsideration,sincetheymay
alsoreceiveassistancefrombilingualeducationstaff.Insomecases,thelanguage
65.Livingconditionscancausechildrenfromculturallydifferentbackgroundstoexperienceacademicdifficultiesandto
bereferredtospecialeducation.Discusstwomajorcontributorstothedevelopmentofachild’slearningproblem.​
ANSWER: Itisimportanttonotethatthestudyofcultureandassociatedvariables,suchaspoverty
andmigrancy,iscomplicatedwhenoneattemptstoidentifysimplecausalrelationships
(e.g.,depressionoccursmorefrequentlyinpeopleofcertainethnicbackgrounds,which
maybeduetopoverty,notculture).Inmanycasesthestudyofraceandculture
involvescomplexandinteractingvariablesthatdefycertainsimplecausative
conclusions.Aschildrendevelopduringtheimportantearlyyears,livinginan
impoverishedenvironmentplacesthemfurtheratriskduetofactorssuchas
malnutrition,thepresenceoftoxicagents(e.g.,lead),andgenerallyinsufficientparental
care.Theconditionsofpovertyoftencontributetopooracademicperformance,place
childreninat-risksituations,andgeneratespecialeducationreferrals.Forexample,there
islessaccesstoadequatehealthcareandparticularlyprenatalcare,amongcultural
minorities,whichcanpresentat-riskcircumstances.Conditionsofpovertyarefound
moreofteninpopulationshavingmulticulturaleducationneedsandareassociatedwith
homelessnessandacademicrisk.
Migrancypresentsaseriousdifficultyinthatitinterruptsthecontinuityofschoolingand
hasanimpactonlearning,teacherandpeerrelationships,andgeneralacademic
progress.Childrenfrommigrantfamilieshavelimitedcontinuityandconsiderable
inconsistencyineducationalprogramming.Theyoftenhavelimitedaccesstoservices
duetotheirshort-termenrollmentsortheschool’slimitedcapabilitiestodeliverservices.
REFERENCES: Bloom’s:Understanding
LEARNINGOBJECTIVES:HESC.HARD.17.05.03-Describepopulationtrendsamongculturallyandlinguistically