CLD Presentation

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CLD Presentation

Culturally and Linguistically Diverse Students: Challenges in the Classroom

Glog by:Shelley Burgess EDUC 6300

Challenge # 1 Prejudice : Prejudice is an on going thorn in the worlds side. People fear what they don't understand. A classroom should be a positive community that builds all people up and supports one another.

Solution # 1:Eventhough it may never go away or completely be solved we can start by chipping away at it by providing a : * Multicultual education . equal education for all . seeks teaching students acceptance and repect of those cultures differ . seeks to expand knowledge of our shared history. teach students how to view themselves and others from different perspectives(Hallahan, Kauffman, & Pullen pp. 48-49)

Challenge # 2Ethnicity vs. Exceptionality: Professionals often mistake what is socially acceptable in a certain culture as an educational exceptionality. This leads to disproportional representation. Students are misidentified and wrongly placed.(Hallahan, Kauffman, & Pullen pp. 52-54)

Challenge # 3Assessment:According to the textbook, the accuracy of many educational assessments are open to question (Hallahan, Kauffman, & Pullen P. 54). They are said to be biased and that results show the misrepresentation of abilities and disabilities of ethnic minorities and exceptional students (Hallahan, Kauffman, & Pullen p.54).

Solution # 3: . Educators need to make themselves aware of potential cultural biases.. Progress monitoring assessments for example, Curriculum -based Measurement (CBM). This involves direct and frequent samples of performance ( Hallahan, Kauffman, & Pullen p. 55). Making accommodations in assessment for ELL (English Language Learners) students such as: extended time, small-groups, individual administration, bilingual dictionary, translation of test in native lauguage, and bilingual versions of tests (Hallahan. Kauffman, & Pullen p. 55).

Challenge # 4 Instruction:The challenge is finding instructional methods that help equalize educational opportunity and achievement for all cultural groups ( Hallahan, Kauffman, & Pullen p. 56).

Solution # 2:Professionals need to take the time to understand the diverse cultures with in the school and classroom. .Keep proper documentation of students with initial observations and interpretations of behavior.. The understanding language development of children.. Proper asssessment ( Bergeson, Wise, Gill, & Shureen pp.10- 11)

Solution # 4:. Classwide Peer tutoring and Cross- age grouping. This allows instruction to be culturally sensitive ( Hallahan, Kauffman, & Pullen p 57).. Create an atmosphere of exceptence and effective instruction for students with various backgrounds ( Hallahan, Kauffman, & Pullen p. 57).. Responsive instruction (Hallahan, Kauffman, & Pullen p. 61)

Challenge # 5Classroom Management:This is a serious challenge for all teachers especially special education teachers. Two factors to consider: 1. Teachers approach to discipline/Parents discipline practices.2. Teachers sensitivty to cultural differences in discipline.( Hallahan, Kauffman, & Pullen pp. 57-58)

Solution # 5: .Teaching tolerance and to be sensitive to each individual students cultural background.. Keep students engaged and focus on their needs. They are less likely to be a behavior challenge if tey uderstand information and are interested.( Hallahan, Kauffman, & Pullen pp. 58-57)

Evidence based intructional approaches:. Emphasize use of the native language.. Sheltered-English approach : students recieve instruction in English mst of the school day.. Classwide Peer Tutoring ( CWPT) : students work together inhances interethnic interaction.. Comprehensive Interventions : instruction in phonomic awareness, alphabetic principle, fluency, vocabulary and comprehension.. Responsive Instruction through the use of response cards. ( Hallahan, Kauffman, & Pullen pp. 58-61)

References:Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2015). Exceptional learners: An introduction to special education (pp.48-61). Harlow: Pearson. Bergeson, T., Dr., Wise, B., Gill, D. H., & Shureen, A. (1999, June/July). Evaluation and Assessment in Early Childhood Special Education: Children Who Are Culturally and Linguistically Diverse (Rep.). Retrieved http://www.k12.wa.us/specialed/pubdocs/cld.pdf Chen, D., Ph.D, & Cox, A., M.A. (2012, December 6). Supporting cultural and linguistic diversity in early childhood. Retrieved January 31, 2016, from https://www.youtube.com/watch?v=XWg-ZrV3wPkWorking with Culturally Diverse Families - PACER Center. (2015). Retrieved January 31, 2016, from http://www.pacer.org/cultural-diversity/?gclid=CjwKEAiA_ra1BRDV-byb_aDqpQoSJAA-ofB99MdDjTmdIRyvBKqhPx9nGgrpEpM0D1EXE_sDs7zouhoChG3w_wcB

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