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EDSP 3700 Lecture Notes September 5

by: Abby Joannes

EDSP 3700 Lecture Notes September 5 EDSP 3700

Marketplace > Clemson University > Special Education > EDSP 3700 > EDSP 3700 Lecture Notes September 5
Abby Joannes
GPA 3.8

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About this Document

These notes cover the lecture material from September 5 class
Exceptional Children
Professor Jennifer Counts
Class Notes
Special, Education, exceptional
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This 5 page Class Notes was uploaded by Abby Joannes on Monday September 5, 2016. The Class Notes belongs to EDSP 3700 at Clemson University taught by Professor Jennifer Counts in Fall 2016. Since its upload, it has received 8 views. For similar materials see Exceptional Children in Special Education at Clemson University.

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Date Created: 09/05/16
EDSP 3700 Chapter 3 & 4 Lecture September 5, 2016 Chapter 3 – Multicultural Education  School’s Role in Multicultural Education o Provide equal education opportunities  Challenges for educators o Assessment of ability or disability  Kids who speak a different language may find difficulty in typical  assessments o There is no set group of standard interventions. Teachers must pull from best  practices o Teachers need to set standards high and give students the tools they need to get  there o What to teach and how to teach it  Most schools bring children in as second­language learners. Teachers pull  kids and catch them up in English.   Some schools may have multiple languages per classroom, so a bilingual  approach may not be the best option.   Education and Cultural Diversity o Many subcultures exist within a larger culture  Political, ethnic, gender, sexual orientation, age, disability   Example: a person whose subcultures include a millennial, college  graduate, they may be impacted more so when it comes to deciding where  to find a job.   Multicultural and Bilingual Special Ed o Key subcultures  Ethnicity: share historic origin, identity, heritage, tradition, values  Exceptionality: shares specific abilities or disabilities that are value based o Role of Special Education  Differentiate between differences in ethnicity and educational  exceptionality  Language issues, lack of exposure vs. a disability  Increase understanding of the subculture in relationship to other cultures.   Use these to help the kids get most out of their education Issues with Special Education  Disproportionality in Special Education  o Disproportionality: under or over representation of a particular group based on  their representation within the greater total pop  Overrepresented: males, African Americans, Native Americans, Black  o Causes?  Controversial testing, such as IQ tests  Newer studies show that there may not actually be a cultural bias like  originally though.   Minority students have more limitations and have higher rate of poverty  Underfunded and understaffed schools  Assessment Issues  o Includes: testing, observation, interview o What type of assessment is the best for each skill being tested?  Observations or interviews (through parents, typically): social skills, life  skills    Screening: RTI (Response to Intervention)  Diagnostic: reading skills  Progress monitoring: vocabulary probes  Key: Tracks progress over time in one specific area  Curriculum­based monitoring as an assessment tool is less biased  for second­language learners because it tests everyone in the  classroom on the same materials. *****  Mastery on the entire curriculum over the whole school year, and  tends to be less biased.   Identification: must first go through whole class, start in Tier­1, then move to Tier­2 for small group instruction but is still not improving. In order to  go to Tier­3 and evaluate: you must have parent signature first to agree to have student evaluated. Teacher should evaluate anything that they  might have concerns about.   Evaluation: effectiveness of educational programs.   If a child isn’t getting any progress, it might be a problem with  actual education programs, not necessarily the child himself.  o Limitations to traditional testing  Informed Instructional Decisions  Concerns for special educators: By law, NCLB (new version: ESSA) holds  students, even learners with disabilities, to same standards as those  without disabilities.   Concerns for general education teachers because teachers are accountable  for all students in the classroom  Possible Supports to Assessment Issues o Testing accommodations  Should equalize opportunity to demonstrate understanding  Should NOT give unfair advantage  Such as second­language learners being given more time on a math test that doesn’t use language o RTI is a better option because it is based on what you are teaching in your  classroom over a whole year, and everyone gets the same instruction  Caution: Not a lot of research has been done with a specific group of  multicultural population. Not considered evidence based.   Effective Practices for Multicultural/Bilingual Learners o Should be strategies that are effective for all learners  Positive classroom climate  Individualization   Small group instruction: there are more opportunities to respond, the better a student will learn the materials.   Direct instruction: especially important for second language learners.  Explicit, systematic, provides immediate corrective feedback and  reinforcement.   Cooperative learning  Classwide peer tutoring: people take turns being the teacher. You do not  want the same student to be the instructor every single time. Roles should  be reversed  Response Cards: opportunity to response (OTR) o Improve instruction for language minority students  Bilingual education: teaching in both  Sheltered instruction: modify teaching so that English is embedded in  content instruction. Only teach in one language.   Balance between natural use of language and vocabulary development  Activity: Identify the Effective / Culturally Responsive Teaching Practice  Effective Practi                                                                                                             Video Example Relationships Building ties with family, and in classroom Peer Tutoring High and medium level students with lower High expectations Girl apologized in front of class (group) Culturally based Lit Brings in books from locals Visual Arts Paints from diff. perspectives Positive Climate Opens discussions about stereotypes  Review  o The two goals of multicultural education:  Socialize and build acceptance for diversity  Equal education opportunities o Curriculum­based measurement is thought to decrease the likelihood of cultural  bias.  Curriculum is taught through the entire year and everyone is getting the  same o Over and Under­Represented Minorities  Over: African Americans  Under: Asians, and Caucasians  Spanish: mixed ideas  o Cultural diversity presents challenges for special educators in areas of:  instruction, assessment, and socialization o Quick measurements to determine who may need further assessment are  screening measures o Three Purposes for Multicultural education  Equal opportunity  Socialization  All kids value diversity o Assessment types and purposes  Screening: quick measures, who is at risk for failure  Diagnostic: tells what to work on as a teacher  Progress monitoring: seeing progress in a skill over time (ex: curriculum  based measurements) o Describe a research­validated instructional strategy and tell why it’s appropriate  for culturally or linguistically diverse students Chapter 4 – Parents and Families  Professionals’ Changing Views of Parents and Families o Old views: the parents are at fault, maybe caused the disability o Newer views: the parent knows the student best, can help. Establish relationships  with them early on. Parental involvement is key!! o Parents are legally involved in the IFSP (Individualized Family Service Plan)  Early childhood years  Parents Perspectives o What challenges do parents of children with disabilities face that parents of  typically developing children may not?  Guilt, extra stress o What are some characteristics of resilient families?  Learn from negative experiences  Look for positive influence of having child with disability  Take advantage of sources of support  Balance the needs of the child with the needs of the family  If not: child cannot be independent   Family­Centered Approach o Professionals work for the family, give them the steps they need to help with  success of child o Parents are equal partners in development of programs.   However, child still has to meet qualifications, but professional is required to test if parents ask o Wraparound service systems: social services outside of education to help a  child succeed. Mental health services, etc. Barriers families face are looked at and helped with. o Components of the Family Systems Theory  Family interaction: cohesion and adaptability o Family Life Cycle: stages and transitions are very difficult  From early childhood  elementary, etc.   Parental Supports o Functional behavioral assessment (FBA) and positive behavioral intervention and  support (PBIS) for challenging behaviors  PBIS – proactive supports, reinforce good choices. Can take from school  setting into home setting. If a teacher is giving a child a set of expectations (being safe, responsible), then a parent can take those and also teach their  child choices that will influence home life as well.  o Communication between parents and professionals  Parent­teacher conferences, home­note programs, traveling notebook.   Be sure to enforce the positives as well 


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