by Michael Hardman (c) Cengage Learning 2010

1. CULTURAL AND LINGUISTIC DIVERSITY
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2. Focus 1
Cite ways the purposes and approaches to general education in the
United States differ from the purposes and approaches to special
multicultural education.
Focus 2
Describe population trends among culturally diverse groups in the United
States. How do these changes affect the educational system?
Focus 3
Identify two ways in which assessment may contribute to the
overrepresentation of culturally diverse students in special education
programs.
Focus 4
Identify three ways in which language diversity may contribute to the
assessment difficulties with students who are from a variety of cultures.
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3. Focus 5
Cite three ways in which differencing sociocultural customs may affect
the manner in which parents become involved in the educational
process.
Focus 6
Indicate two areas that require particular attention in the development of
an individualized education plan (IEP) for a student from a culturally
diverse background.
Focus 7
Identify two considerations that represent particular challenges in
serving children from culturally diverse backgrounds in the least
restrictive environment.
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4. Focus 8
Identify two ways in which poverty may contribute to the academic
difficulties of children from culturally diverse backgrounds, often
resulting in their referral to special education.
Focus 9
Identify two ways in which migrancy among culturally diverse
populations may contribute to academic difficulties.
Focus 10
Cite three conceptual factors that have contributed to heightened
attention and concern regarding the placement of children from ethnic
and cultural groups in special education.
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5.  Came to United States as a baby
 Spoke native language of family as her first
language (Spanish)
 Mother nurtured her with Spanish language
and she watched Spanish television.
 Little access to printed materials
 Unable to read in Spanish or English when
entering school
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6.  Communicated in both Spanish and English
 Low academic scores resulted in placement
in another class for English vocabulary
development
 Ability in English improved and continued
using both languages for communication
with others
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7.  Among the first group of Black students
ordered to attend an all White high school
under desegregation court order
 Attended elementary and junior high in
African American community
 Uncomfortable at school being the only
African American in most of his classes
 Subjected to insults and racial slurs that occur
constantly
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8.  Held back in second grade due to school
officials feeling he has a lack of readiness
skills
 Unable to sit still in class
 Physically small for age
 Lack of self control skills
 Below grade level in reading, writing and
math skills
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9.  Multicultural education emanated from the belief
that the educational needs of children from
culturally diverse backgrounds were not being met.
 Purpose of education in the United States?
 Basic purpose is to produce a literate citizenry
 Implemented by grouping and teaching students
according to chronological age and evaluating
performance based on societal expectations
 Aimed at the masses and performance is judged in terms
of an average
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10.  Assumptions:
 Cultural differences have strength and value.
 Schools as models for the expression of human
rights and respect for cultural differences
 Social justice and equality for all people of
paramount importance in the design and delivery
of curricula
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11.  Assumptions:
 Attitudes and values necessary for the
continuation of a democratic society can be
promoted in schools.
 Schooling for knowledge, dispositions, and skills
for the redistribution of power and income among
cultural groups
 Educators working with families and communities
can create an environment that is supportive of
multiculturalism.
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12.  General education
 serving the masses, attempts to bring all students
to the same level and teaches similar topics to all
groups
 Evaluation is based on a norm or average level.
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13.  Special education
 providing an opportunity for each child with a
disability to learn and develop to his or her
individual potential
 Evaluation is based on individual growth and not
norm based averages.
 Emphasizes individual and specific skill
development
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14.  Multicultural education
 at odds with general education goal of
comparable levels of performance in similar areas
of knowledge, focus on similarities
 School as a powerful tool for appreciating and
promoting diversity
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15.  African American children appear more
frequently in serious emotional disturbances
and mental retardation placements.
 Latinos represent a large and rapidly growing
group in special education.
 Disproportionately few diverse students are
found in gifted programs.
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16.  African American youth drop out rate is 13%,
Hispanic youth rate between 28.6% and
38.2%, and rate at 7% for white students
 Caucasian children from privileged
neighborhoods have higher education and
occupational expectations than their diverse
peers.
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17.  Nondiscriminatory assessment
 Language diversity support
 Professional preparation
 Support parents from different cultures
 involvement in special education planning
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18.  Individualized Education
 IEP must consider cultural factors including:
▪ language
▪ learning and behavior disabilities
▪ may provide for specialized instruction
 IEP goals should not perpetuate cultural
stereotypes.
 Selection of culturally appropriate instructional
materials
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19.  The Least Restrictive Environment
 The least restrictive environment (LRE) mandate required
that students with disabilities be taught with non-disabled
peers to the maximum extent appropriate.
▪ Inclusive settings sensitive to family and cultural
differences
▪ Bilingual education staff and/or language instruction
incorporated into other teaching
▪ If disability is more severe or language difference is
extreme, student placed in a separate setting for some
instructional time
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20.  There is still considerable debate about how
and where the bilingual exceptional learner
should be served.

21.  Children Living in Poverty
 Poverty may contribute to children from culturally
different backgrounds experiencing academic difficulties
and being referred to special education.
 Birth complications occur more frequently among low
socioeconomic and nonwhite populations.
 Impoverished households may place children at greater
educational risk.
 Poverty among groups with multicultural educational
needs is also associated with homelessness and
academic risk.
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22.  Children from Migrant Families
 Interruptions in schooling may impact learning, teacher
and peer relationships, and general academic progress.
 Migration is associated with economic disadvantages,
language differences, and social or physical isolation.
 Children in migrant households may move and change
educational placements several times a year, contributing
to educational programming issues.
 Using a consistent tracking system that could move with
the child would be helpful to the receiving school or
district.
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