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Cultural, Social, and Historical Frameworks for Disproportionality Elizabeth Kozleski NCCRESt University of Colorado at Denver and Health Sciences Center March, 2006 Why NCCRESt? technical assistance and Purpose Provide professional development to Culturally responsive practices Literacy Positive behavioral supports Early intervening • Close the achievement gap between students from culturally and linguistically diverse backgrounds and their peers • Reduce inappropriate referrals to special education. What is Disproportionality? “the extent to which membership in a given group affects the probability of being placed in a specific special education disability category.” ( Oswald, et. al. 1999.) Does Disproportionality Exist? • Has been a concern for over three decades (Dunn, 1968; Johnson, 1969; Donovan & Cross, 2002). • Black children are 2.88 times more likely to be labeled MR and 1.92 times more likely to be labeled ED than white children. • In some states, Asian/Pacific Islanders are more than twice as likely to be identified as SLD • Native Americans are twice as likely to be labeled ED or SLD. Why is Disproportionality a Problem? • Bias or inappropriate practice in the referral and placement process • Disability label stigmatizes a student as inferior • Results in lowered expectations • Potentially separates the student from peers Why is Disproportionality a Problem? • Leads to poor educational and life outcomes • Students may be denied access to the general education curriculum • May receive services that do not meet their needs • Students may be misunderstood or underserved in General Education Disproportionality is an Education Issue Special Education The Cultural Construction of Dis/Ability Dis/Ability Time & Space Access Ideology The Cultural Construction of Dis/Ability Ideology People Dis/Ability Time & Space Policies Access Practices Why Does Culture Matter? Cultures in the classroom and classroom cultures All teaching is cultural Changing the vision… “Eliminating disproportionality is an adult issue.” (Joseph Olchefske, Superintendent of Seattle Schools) “We must change the way we think about ability, competence and success and encourage schools to redefine support so that the need to sort children is reduced.” (Testimony before the President’s Commission, 2002) What’s in an Educational System? People Practices Policies Features of Culturally Responsive Educational Systems Culture, language, heritage, and experiences of ALL students and families are (1) valued; (2) respected; and (3) used to facilitate learning and development. Features of Culturally Responsive Educational Systems 1. Practitioners and Administrators assume responsibility for the learning of ALL students from ALL cultural and linguistic backgrounds. 2. Every student benefits academically, socioculturally & linguistically. 3. Access to high quality teachers, programs, curricula, and resources is available to every student. How do we know what to change or where to begin? The answer is in rich and accessible data. • • • • Who are our students? What are their concerns? How are they doing? Are different groups of students experiencing different levels of success? • What do we know about their school experiences? People Policies •Educate •Inform •Emancipate •Create Access Practices What is Systemic Change? Simultaneous renewal in Multiple Layers of the System People Practices Policies Balancing Change Dynamics Research Practice Equity Access Capacity Commitment Coherence Flexibility Universality Context Examining Policies Federal • Equitable • Create Access State District School Federal and State Policies Reexamine and revise: – Eligibility for special education – School financing and the allocation of resources – Accountability measures – Teacher and administrator education programs and certification requirements District Level Policies • • • • • • • Student Services Inquiry on Schools & Schooling Organizational Supports District/Community Partnership Resource Development & Allocation Systemic Infrastructure Culture of Renewal & Improvement School Level Policies • hiring • assignment of teachers to classes • assignment of students to classes (by ability level or heterogeneously) • discipline (e.g., alternatives to suspension) • student retention • class size • scheduling • paraprofessionals • the extent to which interruptions are allowed • whether students can take school books & other materials home • how resources are allocated • curriculum Practices • Curriculum • Instruction • Assessment • Pre-referral and referral processes • Discipline Early Intervening (RTI) Positive Behavior Supports Literacy Instruction Professional Development Teacher Education Practices • What is being taught and how? • What is being learned and by whom? • What are the contexts for teaching and learning? • Do practices differ from classroom to classroom? • From school to school? People Students Families Practitioners Administrators Community Members •Presence •Participation •Emancipation www.nccrest.org