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SPED 210

by: Keely Egelhoff
Keely Egelhoff
GPA 3.6
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About this Document

These notes cover chapter 3.
The Exceptional Learner
Class Notes
Multicultural, Education




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This 3 page Class Notes was uploaded by Keely Egelhoff on Wednesday September 21, 2016. The Class Notes belongs to SPED 210 at Western Illinois University taught by Logan in Spring 2016. Since its upload, it has received 4 views. For similar materials see The Exceptional Learner in Special Education at Western Illinois University.


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Date Created: 09/21/16
Keely Egelhoff  SPED 210 Logan 2/7/16 Salad Bowl Last week in chapter two of the book Exceptional Learners: An Introduction to Special  Education it talks a great deal about the struggle special education has gone through. This week  in chapter three students are informed of an even bigger struggle, multicultural education. “Since the civil rights movement of the 1960s, educators have become increasingly aware of the extent  to which differences among cultural and ethnic groups affect children’s schooling” (Hallahan,  Kauffman, Pullen 49). As many different cultures enter America today it is an ever increasing  concern that not every child is taught fairly. Many strides have been made informing teachers  and community members about special education, multicultural education and the students this  impacts. Chapter three starts off discussing what multicultural education is and how some cultures  feel about the American “melting pot” theory. Multicultural education provides assistance and  guidance in education to each child no matter where they come from. As many teachers face an  ever changing classroom of students, they are at the front of this battle. In today’s world it is not  enough just know about a culture, you almost have to live it through teaching. Each parent wants the best for their child and wants each child to grow up learning and doing better than they do.  But the difficulties that teachers face are becoming even more apparent. In the past there has  been a notion that the United States is a melting pot of sorts. As a nation it takes in anyone and  everyone and expects them to take on the American attitude if you will. But now there are those  who are calling for more of a salad bowl (Hallahan, et. al 49). A way that each culture can be  identified and still be a part of a bigger culture. A student can see these ideals passed throughout  chapter three.  The middle of chapter three presents the idea that some cultures are not represented well  in the area of exceptional learners. Many cultures seem to suffer because the right form of  assessments cannot and are not being performed (Hallahan, et. al 53). Because certain students  are not getting the help they need they are at a higher risk for a poverty life. However, solving  these problems are not all that easy. Since there are many different cultures not everyone will test the same. Some cultures learn differently than others thus providing a difficult task for teachers  and the Board of Education.   Finally, in chapter three it talks of class wide peer tutoring (CWPT) this is an idea to  help younger elementary school students learn to speak English more fluently if they cannot  speak it well. There has been a high response rate to the CWPT. This brings hope to some that by integrating peer tutoring it can help bridge the learning gap between students and cultures. This  program would be a great addition to a high quality special education program. In a high quality special education program many things are going to have to happen.  Each year the teachers are going to have to learn how each exceptional learner will fit in with  their peers. Because there is a wide range in culture it may help to have several teachers who can  speak several languages such as Spanish, French, and or German. This can help if students have  not mastered English yet. This can come in handy close to the Canadian and Mexico boarders.  Next, teachers should be able to identify with each student and their learning needs. This can  include how the student learns best. Since some of the learning will be cultural based, a hard  look into a student’s background could help in reaching the student during tough times. This  should not be used as a stereotype tool. Just a tool to learn if any cultural traditions could affect  the way the student learns. Finally, the classroom should express in some way each of the  cultures represented by the students. Maybe a teacher could do a family tree lesson to learn  where each student comes from and then have the students create something to represent that  culture. This activity could be used where many immigrants attend school. This can help them  adjust to a new place and it gives the teacher an opportunity to learn from the students. No matter what the classroom or the students all students and teachers should be proud of where they came  from. As students go through school there will be things asked of them that might make them  uncomfortable but if a teacher is there supporting them the student should be able to accomplish  the task successfully. 


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