Culturally Responsive Practices for Special Education Teachers
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Transcript Culturally Responsive Practices for Special Education Teachers
Culturally Responsive Practices
for Special Education Teachers
Hyun Ju Kang
Rehabilitation Psychology & Special Education
University of Wisconsin-Madison
Agenda
Watch lives of Korean students in schools
Barriers of CLD students
Barriers of special education teachers
Definition of culturally responsive
practices
Strategies of culturally responsive
practices
Main foundations of culturally responsive
practices
Problem Statements
School barriers, including lack of learning
opportunities, unchallenging curricula,
culturally irrelevant assessments,
inappropriate instructional practices, and
low expectations
Disproportionately identified as having
disabilities and represented in special
education programs
Understanding of barriers of CLD students
and barriers that special education
teachers face, as well as strategies for
these barriers.
A Clip for Korean Students in the
Classroom
http://www.youtube.com/watch?v=NVwh86ON_8&feature=related
What did you notice in the classroom?
Differences or Similarities?
Lives of Korean students
Enter good Universities
Respect authority figures (e.g., teachers,
school personnel, etc.)
Sit and listen to instruction
Study 10 hours a day for elementary
students/ 16 hours a day for middle and
high school students
Attend private institutes and/or have
private tutor to learn mathematic, English,
Science, etc.
No time to hang out with friends outside
Figure 1. Diagram for CLD
Students to Be Referred to
Special Education Program
Limited
English
proficiency
.
Unfamiliarity
with
American
education
system
Culturally
unresponsive
instruction
and
curriculum
Poor
academic
achievement
White,
female,
monolingual
, middle
class
Special
Education
Lack of
cultural
sensitivity
Biased
assessment
Deficit views
Barriers of CLD Students
Limited English proficiency
Limited opportunities to learn content
or lack of exposure to the testing
situation
Lack of the acquisition of vocabulary
and grammar
Lack of understanding of meaning and
concepts
Textbook difficulty
Lack of tests in different languages
Barriers of CLD Students
Limited social network
Culturally unresponsive and
inappropriate instruction and
curriculum
Lack of language support
Lack of fit between attitudes and
behavior patterns required by school
Unfamiliar with American education
system
Barriers of Teachers/Schools
White, female, monolingual, and middle
class
Little knowledge and skills regarding
teaching culturally and linguistically
diverse students
Lack of training in cultural and linguistic
differences
Lack of cultural sensitivity and
competence in diverse backgrounds of
CLD students
Deficit views
Barriers of Teachers/Schools
A narrow, white, mainstream lens for
judging CLD students’ academic
performance and behaviors
Dominant culture's values, behaviors, and
beliefs as the "standard" for academic
success
Cultural mismatch between a variety of
languages, perspectives, behaviors, and
learning styles of CLD students and those
of teachers
Biased assessment
Needs for Special Education
Teachers
Not simply applying instructional
techniques to incorporate assumed
traits or customs of particular cultural
groups
Help students build bridges between
school learning and their lives outside
school
Have insights into how their students’
past learning experiences have shaped
their current views of school and
school knowledge
Definitions/Goals of Culturally
Responsive Practices
Incorporate aspects of CLD students’
cultural backgrounds into the organization
and instruction of the classroom
Match between home/community culture
and school culture
Improve school achievement of CLD
students
Help CLD students develop cultural
competence
Culturally Responsive Practices
for Special Education Teachers
Have an open mind.
Become aware of their own cultural
backgrounds.
Become aware of the potential for culture
clashes between teachers and their
students.
Believe that all students are capable of
learning.
Culturally Responsive Practices
for Special Education Teachers
Make conscious decisions not to discriminate
based on faulty or incomplete data and
assessments.
Understand first and second language
acquisition and the problems students face in
acquiring a second language.
View a student’s achievement difficulties
within the context of that student’s cultural
group and language proficiency status
Provide scaffolds between what students
already know through their experiences and
what they need to learn.
Culturally Responsive Practices
for Special Education Teachers
Assist students to construct knowledge, build
on their personal and cultural strengths, and
examine the curriculum from multiple
perspectives
Academic contents relative to students’
culture, background, environment, and
prior experiences
Multiple content knowledge and skills that
are reinforced over time and across subject
areas
Increase student involvement in classroom
activities
Provide language support
Figure 2. Main Foundations of
Culturally Responsive Practices
Student
Learning
.
Cultural
Competence
Self-Efficacy
Main Foundations of Culturally
Responsive Practices
Student learning
Educational capacity
Contents fitted in learners
Cultural competence
Fluent, comfortable in culture of origin
Self-efficacy
A perceived ability to judge whether
individuals are able to perform within a
given situation
A significant role in teacher motivation
and action
Comments?
Thank you
References
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learners
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language, and disability: Implications for urban education. Urban Education, 44, 389-
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