Economics Chapter 5 explores the tensions and inconsistencies that exist in labeling children who are linguistically and culturally

Instructor’s Manual 5-1

5

CULTURAL AND LINGUISTIC DIVERSITY

INSTRUCTOR OVERVIEW

Chapter 5 explores the tensions and inconsistencies that exist in labeling children who are

linguistically and culturally diverse—particularly if the intent to assure needed services and

support that children or youth without “a label” would not otherwise receive. Language

competence plays a significant role in how professionals experience the range of abilities in these

children. When a child like José (in the opening Snapshot) is not thriving academically or

socially, professionals face challenges in making decisions and selecting appropriate instruction,

interventions, and school placements.

How are population trends among diverse learners influencing education in the United States

today? How do we fairly identify children with disabilities who are also culturally and

CHAPTER-AT-A-GLANCE

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

5–1 A CHANGING ERA IN

THE LIVES OF

STUDENTS WITH

DISABLITIES FROM

CULTURAL AND/OR

LINGUISTICALLY

DIVERSE

BACKGROUNDS p. 95

Learning

Objectives:

5-1

Snapshot:

José

PowerPoint Slides:

Ch. 5

Test Bank:

Ch. 5

MindTap for Human

Exceptionality

• Chapter 5 Quiz: Did

You Get It?

• Chapter 5 Quiz:

Wrapping It Up

2 Learning Environments

Instructor’s Manual 5-2

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

5-2 THE PURPOSES AND

APPROACHES OF

BILINGUAL/ESL

EDUCATION AND

CULTURALLY AND

LINGUISTICALLY

RESPONSIVE

EDUCATION p. 96–98

5-2a Dual–Language

Immersion/ESL Education and

Its Role / 5–2b Culturally and

Linguistically Responsive

Education and its Role

Learning

Objectives:

5-2

PowerPoint Slides:

Ch. 5

Test Bank:

Ch. 5

MindTap for Human

Exceptionality

• Chapter 5 Video Case:

Sheltered English

Immersion in One

Third Grade Classroom

• Chapter 5 Quiz: Did

You Get It?

• Chapter 5 Quiz:

Wrapping It Up

2 Learning Environments

5-3 POPULATION

TRENDS AMONG

CULTURALLY AND

LINGUISTICALLY

DIVERSE LEARNERS IN

THE UNITED STATES

p. 98–102

5-3a Cultural and Ethnic

Diversity / 5–3b Language

Diversity / 5–3c Poverty / 5–3d

Migrancy

Learning

Objectives:

5-3

PowerPoint Slides:

Ch. 5

Test Bank:

Ch. 5

MindTap for Human

Exceptionality

• Chapter 5 Quiz: Did

You Get It?

• Chapter 5 Quiz:

Wrapping It Up

1 Learner Development

and Individual

Learning Differences

5-4 EFFECT OF

POPULATION TRENDS

ON SCHOOLS p. 102–106

5-4a Language Learning and

Schools / 5–4b Poverty and

Schools / 5–4c Migrancy and

Schools

Learning

Objectives:

5-4

PowerPoint Slides:

Ch. 5

Test Bank:

Ch. 5

MindTap for Human

Exceptionality

• Chapter 5 Quiz: Did

You Get It?

• Chapter 5 Scenario

(6 options):

o Toddler Abelia A

o Toddler Abelia B

o Toddler Abelia C

o Grades K–3

Sylvia A

o Grades K–3

Sylvia B

o Grades K–3

Sylvia C

• Chapter 5 Quiz:

Wrapping It Up

1 Learner Development

and Individual

Learning Differences

2 Learning Environments

Instructor’s Manual 5-3

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

5-5 DECREASING

DISPROPORTIONALITY

OF CULTURALLY AND

LINGUISTICALLY

DIVERSE CHILDREN IN

SPECIAL EDUCATION

p. 106–115

5-5a Culturally and

Linguistically Responsive

Teaching / 5–5b Increasing

Parent Involvement / 5–5c

Nondiscriminatory and

Multidisciplinary

Collaboration / 5–5d Culturally

and Linguistically Responsive

Assessment / 5–5e Language

Acquisition / 5–5f Proper

Training of Professionals

Learning

Objectives:

5-5

Learning Through

Social Media:

Edutopia on

Culturally

Responsive Teaching

PowerPoint Slides:

Ch. 5

Test Bank:

Ch. 5

MindTap for Human

Exceptionality

• Chapter 5 Quiz: Did

You Get It?

• Chapter 5 Scenario

(6 options):

o Toddler Abelia A

o Toddler Abelia B

o Toddler Abelia C

o Grades K–3

Sylvia A

o Grades K–3

Sylvia B

o Grades K–3

Sylvia C

• Chapter 5 Quiz:

Wrapping It Up

4 Assessment

5 Instructional Planning

and Strategies

6 Professional Learning

and Ethical Practice

7 Collaboration

5-6 CULTURALLY

RESPONSIVE SPECIAL

EDUCATION p. 115–118

Learning

Objectives:

5-6

Case Study on

Embracing

Diversity:

Ana

PowerPoint Slides:

Ch. 5

Test Bank:

Ch. 5

MindTap for Human

Exceptionality

• Chapter 5 Quiz: Did

You Get It?

• Chapter 5 Quiz:

Wrapping It Up

LOOKING TOWARD A

BRIGHT FUTURE

p. 118–119

Learning

Objectives:

5-7

PowerPoint Slides:

Ch. 5

Test Bank:

Ch. 5

LEARNING OBJECTIVES

5-1 Describe how the lives of students with disabilities from culturally and/or linguistically

Instructor’s Manual 5-4

5-3 Describe population trends among culturally and linguistically diverse learners,

especially prevalence by race and ethnicity, speakers of other languages, poverty, and

5-4 Describe how these population trends affect public education.

5-5 Identify ways that public schools can decrease the disproportionality of culturally and

linguistically diverse learners (CLDLs) in special education and improve significantly

5-7 Identify promising changes in public education that support culturally and linguistically

diverse learners with disabilities.

CHAPTER/ LECTURE OUTLINE

• 5-1 A CHANGING ERA IN THE LIVES OF STUDENTS WITH DISABLITIES

FROM CULTURAL AND/OR LINGUISTICALLY DIVERSE BACKGROUNDS

o Families with culturally and linguistically diverse backgrounds live in an exciting

time of change in our U.S. communities. These children, youth, and their parents

bring with them a variety of strengths and challenges that create tensions as well

as opportunities for educators and others to expand their horizons and fine-tune

their practices.

o There are many terms used to describe these learners, including:

! Culturally and linguistically diverse learners (CLDL): Individuals

whose culture and/or language is different from the majority of the

population.

! Emergent bilingual learner (EBL): A person who is in the process of

language.

o Types of language instruction programs geared toward these learners include:

! Culturally and linguistically responsive education: Education that is

designed to seek positive changes in how schools think about children

from diverse backgrounds and develops instructional practices that use the

Instructor’s Manual 5-5

funds of knowledge about their students’ culture and their language in

respectful and meaningful and effective ways to support their learning.

term for bilingual education.

• 5-2 THE PURPOSES AND APPROACHES OF BILINGUAL/ESL EDUCATION

AND CULTURALLY AND LINGUISTICALLY RESPONSIVE EDUCATION

o The differences among the goals and approaches of general, special, and

culturally and linguistically responsive education often create challenges for

o 5-2a Dual Language Immersion/ESL Education and Its Role

! Dual-language education includes a variety of language instruction

programs provided in two languages.

o 5-2b Culturally and Linguistically Responsive Education and its Role

! Cultural responsiveness is “the ability to learn from and relate

respectfully with people of your own culture as well as those from another

• 5-3 POPULATION TRENDS AMONG CULTURALLY AND LINGUISTICALLY

DIVERSE LEARNERS IN THE UNITED STATES

o Prevalence refers to the number of people in a given population who exhibit a

condition or are placed in a particular category. Disproportionality is the

overrepresentation or underrepresentation of a specific cultural or ethnic group

within a specified setting when compared to the percentage of their representation

or prevalence in the general population.

o 5-3a Cultural and Ethnic Diversity

! Several culturally or ethnically diverse groups of people are growing

rapidly. In some cases, this rate of growth is twice that of the white

o 5-3b Language Diversity

Instructor’s Manual 5-6

o 5-3c Poverty

! Poverty is found more often in CLDL populations than in mainstream

o 5-3d Migrancy

! The United States is the top migrant destination in the world.

! Children from Migrant Families: The circumstances of migrancy are

associated with economic disadvantage as well as linguistic and cultural

• 5-4 EFFECT OF POPULATION TRENDS ON SCHOOLS

o Regular education programs and specialized services are impacted greatly by the

number of children who enter their doors with English language learning needs,

with poverty-related issues, or with the challenges associated with migrancy.

o 5-4a Language Learning and Schools

! There is an ever-increasing need to provide linguistically appropriate

o 5-4b Poverty and Schools

! Research evidence indicates that thoughtfully developed, culturally

responsive early intervention programs provided by well-trained

o 5-4c Migrancy and Schools

! Migrant children experience major challenges in achieving solid school

success and developing enduring relationships with peers, teachers, and

other adults.

• 5-5 DECREASING DISPROPORTIONALITY OF CULTURALLY AND

LINGUISTICALLY DIVERSE CHILDREN IN SPECIAL EDUCATION

o Decisions must be centered on information gathered from culturally and

linguistically responsive evaluations and aligned to their individual learning

strengths and needs.

o 5-5a Culturally and Linguistically Responsive Teaching

! Culturally and linguistically responsive teaching makes vital connections

among and between children’s classrooms, their schools, families, and the

broader community to support students’ learning and development.

! Teachers must gather information about children in a culturally responsive

Instructor’s Manual 5-7

o 5-5b Increasing Parent Involvement

! Parents as partners with teachers in the education of children provides the

greatest potential for their achieving maximum benefits academically in

o 5-5c Nondiscriminatory and Multidisciplinary Collaboration

! Multidisciplinary collaboration: Collaboration between parents and

professionals with different expertise (classroom teacher, assessment

o 5-5d Culturally and Linguistically Responsive Assessment

! Test Bias, Assessment Errors, and Measurement

• Assessment bias: A test or testing procedure that creates a

disadvantage for one group as a consequence of factors unrelated

to ability, such as culture, linguistic or racial background or

o 5-5e Language Acquisition

! Because all language acquisition is based on developmental stages and

o 5-5f Proper Training of Professionals

! Selection of culturally and linguistically responsive practices requires a

knowledge base that is beyond that of many education professionals.

Instructor’s Manual 5-8

• 5-6 CULTURALLY RESPONSIVE SPECIAL EDUCATION

o 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

• LOOKING TOWARD A BRIGHT FUTURE

o We are much more aware of culturally and linguistically responsive educational

practices in the schools and classrooms and that these practices matter

significantly to the well-being of these learners.

DISCUSSION STARTERS

1. What challenges confront educators when teaching children from culturally and

linguistically diverse backgrounds?

2. How may poverty and migrancy contribute to the academic difficulties of children with

CLD backgrounds, often resulting in their referral to special education?

3. Describe your own experience with multicultural education. What was the diversity of

the school you attended as a child?

4. What academic strengths and challenges do you observe in the students who are

IN-CLASS OR ONLINE ACTIVITY SUGGESTIONS

ACTIVITY 1

INTRODUCTION: The philosophy behind multicultural education rejects the views that schools

should seek to blend cultural differences and merely tolerate cultural pluralism. Instead,

supporters believe that schools should encourage diversity.

ACTIVITY: Discuss with students whether the goal of blending cultural differences is realistic for

education. Is it a goal that the majority culture would support? Should teachers be expected to

ACTIVITY 2

INTRODUCTION: Appropriate education for culturally diverse populations must emanate from

common purposes and goals of education.

Instructor’s Manual 5-9

ACTIVITY: Discuss with class members their opinions of the purposes and common goals of

general education. What are the goals of multicultural education? Are the same goals appropriate

for all students? Interview a parent of a culturally diverse student about their feelings, beliefs,

and experiences regarding education.

ACTIVITY 3

INTRODUCTION: Children from cultural minority backgrounds represent a disproportionately large

group in special education as a result of labeling and placement decisions based on

psychoeducational assessment. The major difficulty lies in the bias of the measurement

ACTIVITY 4

INTRODUCTION: Some authors suggest that appropriate instruction is the pivotal concept in

multicultural special education. Appropriate instruction for students in special education is

typically arranged through the development of an individualized education program (IEP).

ACTIVITY: Discuss what components should be included in an IEP to address problems that arise

from cultural diversity (e.g., strategies to communicate across cultural boundaries). Guide the

class in developing an IEP for the students described in the Snapshot.

Alternatively, observe and interview a bilingual educator about the strategies they use to

ACTIVITY 5

INTRODUCTION: Different cultures hold different beliefs about education. Activities of utmost

importance to one cultural group may be seen as less important or even offensive to another.

ACTIVITY: Instruct each class member to interview an individual from another culture, or invite a

representative from another culture to speak to the class. Questions to pose include:

• Is education provided on an equal basis to both men and women in your culture?

• How many years of schooling do most people receive?

• Is education provided for only certain economic groups?

• What types of courses are taught?

• Are certain courses required for everyone?

Instructor’s Manual 5–10

ACTIVITY 6

INTRODUCTION: A student from poverty may be at risk before he or she is even born.

ACTIVITY: Discuss the following: In what ways can support services be provided to mothers at

risk (poor, single, etc.). After birth, what types of services can be provided? Are these services

commonly available?

ACTIVITY 7

INTRODUCTION: Much remains to be learned about the effects that expectations have on

students—namely, how and the degree to which expectations affect performance. All students

are subject to expectations of parents, teachers, and the like. Unfortunately, expectations

ACTIVITY 8

INTRODUCTION: Colleges and universities are continually addressing the issue of how to better

prepare teachers to meet the diverse needs of students.

ACTIVITY: Instruct students to list the skills they will need to teach students from culturally

diverse backgrounds. Afterward, discuss the lists with students and ask questions such as:

• Are those skills significantly different from those needed to teach students from the

cultural majority? If so, how?

• Should a course be designed specifically to address issues in multicultural education?

VIDEO ACTIVITIES

ACTIVITY 1

VIDEO: Academic Conversations with ELLs: Series Overview

VIDEO URL: https://www.teachingchannel.org/videos/improve-conversation-skills-ells-ousd

Instructor’s Manual 5–11

ACTIVITY 2

VIDEO: High Expectations: Students Learn to Rise to the Occasion

ACTIVITY: Watch the Edutopia video titled High Expectations: Students Learn to Rise to the

Occasion to see how one school used a focus on teamwork, individualized instruction, and

ongoing assessment to improve the achievement of diverse and low income students. Afterward,

have students discuss questions such as:

• Is the heavy time and resource commitment worth the expenditure?

• Why is common lesson planning time critical?

ACTIVITY 3

VIDEO: 3 Ways to Speak English

VIDEO URL: https://www.ted.com/talks/jamila_lyiscott_3_ways_to_speak_english

ACTIVITY: Attending to language acquisition for children who are culturally and linguistically

diverse is especially important. Watch the TED talk by Jamila Lyiscott titled 3 Ways to Speak

English to explore what is means to be articulate. What can you learn about identity from

language?

DEBATE FORUM

SPECIAL EDUCATION SERVICES FOR CLDLS

Many influences come into play as we consider language and cultural diversity issues in

education, and referral and subsequent placement of CLDL into special education. The study of

culture and associated variables is seldom well–served by attempts to identify simplistic causal

relationships. Research on race and culture involves complex and interacting variables that do

not lead to simplistic conclusions (Emerson & Hatton, 2007; Newell & Kratochwill, 2007; Ram,

2005).

POINT

IDEA is very clear that children with disabilities have the right to a free and appropriate

public education (FAPE). It is unlawful to prevent a child with a disability from receiving special

education services even if the child has limited English proficiency, lacks appropriate schooling,

or has missed sufficient school to cause a lack of progress, as long as these issues are not the

primary reason(s) for the learning problems. Too often, schools set rigid rules in place that

unintentionally hinder early identification and intervention. The intent is to avoid

Instructor’s Manual 5–12

• Is the child making the same progress as other peers whose backgrounds and ages are

similar to the child?

• What are the parents’ concerns? What do they see as strengths and concerns at home?

• What are this child’s strengths in the classroom?

• Who does the child play with at recess or after school?

• Does the child use social language with friends in English and/or another language?

COUNTERPOINT

CLDLs might be inappropriately considered for special education as long as their

performance is primarily a language and/or cultural matter. It could be argued that the reason

for a CLDL receiving special help is irrelevant as long as he received that extra help. This

perspective may have intuitive appeal, but it is not a satisfactory position for professionals

involved in the rules and effective practices of educational research.

If a CLDL received special education because of their cultural and language

background, not primarily because of a disability, that child would have been labeled and

placed inappropriately. Unfortunately, children can often become “the label,” thus impeding

their progress. The concept of the self–fulfilling prophecy resulting in children and

TAKE A STAND

Do you think there are risks involved in assessing and providing special education services to a

CLDL? Explain your answer.

SOURCES CITED

Instructor’s Manual 5–13

Ram, R. (2005). Income inequality, poverty, and population health: Evidence from recent data for the United States.

Social Science and Medicine, 61, 2568–2576.

Snyder, C. R., Shorey, H. S., & Rand, K. L. (2006). Using hope theory to teaching and mentor academically at–

risk students. In W. Buskist and S. F. Davis (Eds.), Handbook of the teaching of psychology (pp. 170–174).

Malden, MA: Blackwell Publishing.

Spangenberg, E. R., & Sprott, D. E. (2006). Self–monitoring and susceptibility to the influence of self–prophecy.

Journal of Consumer Research, 32, 550–556.

Teemant, A., Graham, R.C., and Pinnegar, S. (2007). Developing second language literacy: Instructional guide, 3rd

ed. Provo, UT: Brigham Young University.

Trouilloud, D., Sarrazin, P., & Bressoux, P. (2006). Relation between teachers’ early expectations and students’

later perceived competence in physical education classes: Autonomy–supportive climate as a moderator.

Journal of Educational Psychology, 98, 75–86.

CASE STUDY FEEDBACK

Ana

1. What were Ana’s mother’s funds of knowledge?

Ana’s mother appears to have a practical understanding of the value of record keeping

2. What culturally responsive practices did the school and community use?

The school provided an interpreter to the meeting. The MDT received information about