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Transcript of culture.ppt;workshop
Objectiveso Educators increase self-awareness of their culture and the role it
plays in their beliefs, attitudes, and expectations.o Teachers share ideas and develop a repertoire of research-based
learning strategies that are known to be successful in working with children from a variety of cultures including children with disabilities.
o Recognize the differences in the behavior and learning styles of special needs students as cultural traits
o Learn what the cultural similarities and differences between traditional learning styles and more functional based styles
o Assist regular education teachers in strategies to effectively include cultural learning style differences within their classrooms
o Identifying differences as cultural will regular education teachers a instructional framework that is familiar
o The importance of using parents as resources to ensure that programs are culturally sensitive and meet the needs of students and families
Relating learning styles to CultureTraditionally, we've viewed the term diversity in
terms of gender and race, but more and more, we're realizing that it involves much, much more. We're talking about not just the notions of race, we're talking about language and linguistics, we're talking about learning disability, different kinds of unique learning style, we're also talking about different kinds of families and what that means in the classroom.” Brenda Rodriguez
Brenda Rodriguez, interim director for the Chicago Public Schools project of the Center for School and Community Development at North Central Regional Educational Laboratory, discusses the challenges educators face in thinking about diversity in the classroom. Excerpted from a videotaped interview with Brenda Rodriguez (North Central Regional Educational Laboratory, 1998).
Inclusion….…. the educational practice of integrating students with disabilities and other special needs
into the regular school curriculum. Question: Does the inclusion process expect students to conform to the regular education
culture?Question: Would it be beneficial to identify the differences in learning styles of the traditional
and functional learners?Strong supporters of inclusion advocate for all special-needs children in regular classrooms at
their home schools and eliminating all special education classes (Fuchs & Fuchs, 1994). Question: Would the elimination of all special-needs classrooms limit the opportunity these
learners have to develop social relationships with those who share their cultural values?
Inclusion has three goals: 1. Development of the social skills of children with disabilities2. Improve the tolerance and acceptance of nondisabled students toward children with
disabilities3. Development of positive relationships and friendships between disabled and nondisabled
children (Snell, 1991).Question: Do students tend to have social relationships more with those they share cultural
values with?Question: Is it important in the acceptance process to explain cultural differences to
students?Question: How can positive relationships be developed between disabled and nondisabled
children?
The Rationale behind Relating the Differences in
Traditional and Functional Learners to Culture Culture is a familiar framework to use in
understanding the differences in othersCultural diversity encourages acceptance of
differences with less expectation for conformityRecognizing & identifying an issue allows for open
discussion regarding the issueCultural framework may assist regular education
providers in advancing the inclusion process and the learning styles of functional learners
Using cultural references to learning styles may increase the comfort level and dialogue regarding issues surrounding inclusion
AdministratorsRegular EducatorsSpecial Area Educators/Gym/Art/ Library/ComputersLunch monitors
School PersonnelThe cultural differences in learning and behavioral styles impact interactions in all areas of
education
AdministratorsProvide learners with faculty and staff that include the cultural diversity of the student body
Diversity shows students a commitment to include all people, regardless of cultural, ethnic, and racial backgrounds
• Need to convey a genuine commitment and respect for cultural diversity.• Need to be highly influential in the
overall success of creating a culturally respectful school environment.• Need to increase awareness and
educate staff about being culturally accepting.• Need to reach out to parents and
community members for support in this endeavor.
Challenges to AdministratorsCoballes-Vegas (1992) emphasized that literature strongly supports the importance of providing teachers
information about values, practices, and learning styles of particular cultural groups.
Self-Awareness of CultureBrenda Rodriguez (1998)
Rodriguez emphasizes the importance of educators having cultural self-awareness.
Acknowledge and value one’s own culture Increase awareness of our own learning styles, strengths,
weaknesses, biases, goals, and emotionsEvaluate our own culture in relation to others during cross-
cultural interactionsLearn to become more comfortable with conflict related to
cultureLearn to appreciate thought processes from other cultures
and how meanings may be interpreted differently among different cultures
Self- Awareness Exploration ExerciseBowers & Flinders (1990) reported teachers need to become more aware of how their own cultural biases
influence their response to student performance and impact student learning ability
1. Do you expect all your students to learn in a manner you are comfortable with?
2. Do you expect all your students to be able to sit and engage primarily in tabletop learning experiences?
3. Do you try to assess learning styles of students especially those having difficulty conforming to your present teaching style?
4. Do you encourage your students to explore and understand their individual learning styles?
5. Do you have a childhood memory of being in a class where the teaching style was in contrast with your learning style?
Special Education Teachers
Should be viewed as a cultural and instructional resource.
Can provide information on the IEP document that defines learning style
Can provide alternative strategies and methods to meet the needs of students placed in general education classrooms.
Examples:o Picture Exchange Systemso Incorporating tasks that are cultural important (ie. being a
helper)o Labeling the classroom
Challenges to Regular Education Teachers
Traditional learning styles are focused on in college
Teachers need to be accepting of less traditional cultural learning traits/styles
Large class sizes creates teacher challengesTeachers must distinguish between cultural
learning styles and unacceptable behaviorsGeneral Education teachers need time to
collaborate with Special Education teachers to learn and develop strategies that reflect cultural learning differences
Special Area Educators
• Special Areas like gym contain more similarities in learning between the two learning cultures
• Gross motor activities that provide movement and social interactions in a structured manner are important to both cultures
• Minor instructional changes can create success and positive interactions for both cultures
• Collaborating with special education teachers, therapists and parents is necessary
Bullying When students are not educated to the
differences between traditional and functional learners there is increased risk of traditional learners viewing the functional learners as “not smart” or “ bad” especially if teachers also expect the functional learners to conform to the traditional learning model.
Teachers that do not understand why functional learners “shut down” may interpret the response as defiant and their feelings will be passed on to the traditional learners.
The Effect of Teaching that Reflects Cultural Understanding
Wessler, S. L. (2003). The Respectful School. Alexandria, VA: ASCD. P.60-1 Interrupting the pattern of escalation -consistency in interruption of negative
responsesThe effect on bystanders -power of positive interventions on
surrounding peersGiving children hope -Impact on student self-esteemRole modeling civility for all students -Students will often copy teacher example
Article Reviews
Wishart, J. (2001). Motivation and learning styles in young children with Down syndrome. The Down Syndrome Educational Trust. Retrieved from: http://www.dwon-syndrome.net/library/periodicals/dsrp
Fidler, D. J., Most, D. E., and Philofsky, A. D. (2008). The Down syndrome behavioural phenotype: Taking a developmental approach. Down Syndrome Research & Practice. Retrieved form: http://www.down-syndrome.org/
Learning Styles and Motivation
Wishart, J. (2001). Motivation and learning styles in young children with Down syndrome. The Down Syndrome Educational Trust.
http://www.dwon-syndrome.net/library/periodicals/dsrp Motivation to learn can be undermined by less
favorable experiences in learning and needs to be monitored and managed
Language and communication difficulties impact motivation and difficulty in learning
Extended periods in less motivating learning experiences can be discouraging and adversely impact self-generated learning as well as children’s perceptions of themselves as learners
There is evidence showing students changing from being active problem solvers to reluctant learners and motivation is believed to be a factor in the change
Learning Styles and Motivation
Wishart, J. (2001). Motivation and learning styles in young children with Down
syndrome. The Down Syndrome Educational Trust.
http://www.dwon-syndrome.net/library/periodicals/dsrp Many teachers have limited experience with
children with Down syndrome and others with similar learning styles.
13% of teachers surveyed looked forward to teaching in inclusive settings.
96% of teachers surveyed felt their training had not prepared them sufficiently to meet the educational needs of this group of learners.
Most teachers surveyed believe inclusion to be positive but more so in the area of socio-emotional development rather than educational achievement.
Learning Styles Wishart, J. (2001). Motivation and learning styles in young children with Down
syndrome. The Down Syndrome Educational Trust.
http://www.dwon-syndrome.net/library/periodicals/dsrp Tend to avoid tasks where they might make
errors rather than attempt solving a problem viewed as potentially difficult— “Shut down” behavior
A reluctance to take the initiative in learning contexts
An over dependence on/misuse of social skills in cognitive contexts--- “Use of social ploys/task distractions”—task avoidance
Behavioral Phenotypes
Fidler, D. J., Most, D. E., and Philofsky, A. D. (2008). The Down syndrome behavioural phenotype: Taking a developmental approach. Down Syndrome Research & Practice.
Retrieved form: http://www.down-syndrome.org/research
Research shows children with various genetic disorders are predisposed to specific profiles of strengths and weaknesses across many domains of performance.
Behavioral differences are noted in areas of cognitive, social, linguistic, motor, and psychopathology.
Instructional Methods that reflects the Culture of the functional learner
1. Transition and change are often difficult and anxiety provoking
STRATEGIES:• Having a familiar activity at the beginning and
end of each class helps ease transition • Providing student/special ed. teacher with a plan
prior to the class will allow opportunity for student acceptance and practice of activity increasing compliance and success
• Repeating gym activities for at least 3-4 classes will reduce change and allow students time to perform activities successfully
Differences & Strategies2. Difficulty generalizing skills to real life
application STRATEGIESLearning through real life and functional activities ie. Using recipes to understand measurementIncorporating self-help skills into classroom ie. Clean-up routines, classroom chores
Differences & Strategies 3. Values helping others STRATEGIESIncorporating ways student can help others
will increase self-esteem and ability to return to
more challenging tasksUsing student as a teacher’s helper to pass out
and collect supplies. These activities incorporate functional learning such as social interactions between peers, one to one correspondence, critical thinking and planning.
Specials: Art, Gym and MusicSpecial areas can be places that allow all students to relax and reorganize Special area teachers see all students and often receive less information on less traditional learning stylesSpecial areas offer opportunity for special needs students to perform on the same level or above the level as the traditional learnersSpecial areas offer opportunity for social practice exchange between students
Case Study examples• A. B. is a 6 y.o. student with Down syndrome who has been placing his head down on the table as soon as
he enters the art room. A. B. likes to be helpful and being around peers in class although he does not yet know all the students names because he spends half the day in small group.
• C. D. is a 7 y.o. student who likes the movement part of gym class but tends to ‘shut down’ during the beginning of gym when directions are given. She will participate when she is familiar with the activity and experiences success.
• E. F. is a 8 y.o. student who tends to have difficulty transitioning from the classroom to scheduled specials, etc.
The Transdisciplinary Approach
Bruder (1994) this approach relies on team members sharing roles and crossing discipline boundaries. The primary purpose of this approach is to collaborate and integrate the expertise of team members providing a more efficient provision of service. Open and regular communication in a give and take manner between all members (including parents) on a regular, planned basis is essential. All disciplines teach, learn, and work together to accomplish a common set of goals for a child and her family. Assessment, intervention, and evaluation are carried out jointly by designated members of the team. This team approach usually decreases the number of professionals who need to interact with the child on a daily basis because all staff are aware of the goals that need to be addressed.
There are so many wonderful traits to Culture that come through when we provide the opportunityJohnny the bagger http://www.youtube.com/watch?
v=qOZPlt3Ha0Y
Brainstorming ideas Sharing classroom issuesSelf-awareness issuesReflection Professional development needsTeam collaboration ideas/issuesParent involvementAdministrative support
BibliographyBruder, M.B. (1994). Working with members of other disciplines: Collaboration for
success. In M. Wolery & J.S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp. 45-70). Washington, DC: National Association for the Education of Young Children.
Coballes-Vega, C. (1992, January). Considerations in teaching culturally diverse children. ERIC Digest [Online]. Available: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED341648
Fidler, D. J., Most, D. E., and Philofsky, A. D. (2008). The Down syndrome behavioural phenotype: Taking a developmental approach. Down Syndrome Research & Practice. Retrieved on February 10, 2011 form: http://www.down-syndrome.org/research
Fuchs, D., & Fuchs, L. (1994). Inclusive schools movement and the radicalization of special education reform. Exeptional Children, 60(4) 294-309.
Rodriguez, B.M. (with Garcia, J.B.) (1998). Extending the dialogue on diversity issues in family support. Chicago, IL: Family Resource Coalition of America
Snell, M.E. (1991). Schools are for all kids: The importance of integration for students with severe disabilities and their peers. In J.W. Lloyd, A.C. Repp, & N.N. Sing (Eds.), The regular education initiative: Alternative perspectives on concepts, issues, and models (pp. 143-148). Sycamore, IL: Sycamore Publishing Co. Wessler, S. L. (2003). The Respectful School. Alexandria, VA: ASCD. P.60-1
Wishart, J. (2001). Motivation and learning styles in young children with Down syndrome. The Down Syndrome Educational Trust. Retrieved on February 10, 2011 from: http://www.dwon-syndrome.net/library/periodicals/dsrp