1. Chapter Three
Who are Today’s
Students in a
Diverse Society?
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2. Sources of Student Diversity
• Racial, ethnic, and cultural backgrounds
• Language (other than English)
• Academic abilities, achievements, and learning
styles
• Diverse needs (develop at different rates)
• Gender
• Sexual orientation
• Socioeconomic backgrounds
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3. Race and Ethnicity
Ethnicity Race
• Racial similarity or • Common ancestry &
difference physical
• Common culture characteristics
– Language
– Customs
– Religion
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4. Projections of the
U.S. Population
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5. Assimilation v.
Cultural Pluralism
Cultural Pluralism Assimilation
• Each subculture • Members of
maintains its own subcultures expected
individuality to give up their own
• Seeks healthy customs and learn
interaction among American ways
diverse groups
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6. Approaches to
Multicultural Education
• Teaching the exceptional and culturally different
• Human relations
• Single-group studies
• Multicultural approaches
• Multicultural social justice
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7. Culturally Responsive Teaching
• Takes a social justice perspective
• Responds to conflicts of communication styles,
expectations between students and teacher or
school
– Equity pedagogy
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8. VIDEO CASE: Culturally Responsive Teaching
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9. ELL Student Language Backgrounds
• Spanish - 77%
• Vietnamese - 2.4 %
• Hmong - 1.8 %
• Korean - 1.2 %
• Arabic - 1.2 %
• French (Haitian) Creole - 1.1 %
• Cantonese - 1.0 %
• All others together - less than 1%
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10. Bilingual Education Models
Immersion Teaching is in English
English as a Short-term or pull-out English lessons;
Second Language may be used with immersion
(ESL) Program
Transitional Intensive English instruction combined
with some subject instruction in native
language
Maintenance or Preserve and build on native language
Developmental skills while adding English as a second
language
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11. Howard Gardner’s
Multiple Intelligences
Eight distinct intellectual capacities:
• Verbal/Linguistic • Logical-mathematical
• Spatial • Bodily-kinesthetic
• Musical • Interpersonal
• Intrapersonal • Naturalist
• Tentative identification of
a ninth intelligence
(existential) that
Gardener is currently
trying to validate
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12. Gardner’s Five Minds
• The Disciplined Mind
• The Synthesizing Mind
• The Creating Mind
• The Respectful Mind
• The Ethical Mind
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13. Four Basic Learning Styles
• Visual - seeing
• Auditory - hearing
• Kinesthetic - moving
• Tactile - touching
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14. Specific Disabilities Among Children
Age 6-21
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15. Six Principles of
Special Education
• Six principles provide the framework of IDEA
(Individuals with Disabilities Education Act ),
around which education services are designed
and provided to students with disabilities:
• Free appropriate public education
• Appropriate evaluation
• Individualized Education Program (IEP)
• Least restrictive environment
• Parent and student participation in decision
making
• Procedural safeguards
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16. Mainstreaming and Inclusion
Inclusion Mainstreaming
• Students in regular • Students with
school and disabilities in
classroom as general education
much as possible classrooms for at
• Brings services to least part of the
the child in the day.
classroom. • Additional classes,
services as
needed
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17. VIDEO CASE: Inclusion: Classroom
Implications for the General and Special
Educator
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18. Guidelines for Teaching
Students With Disabilities
• Be open to including students with disabilities in
your classroom
• Learn each child’s limitations and potential
• Learn instructional methods & technology that
can help each child
• Insist that needed services be provided
• Use a variety of teaching strategies
• Co-teach with a special education teacher
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19. Acceleration and Enrichment for Gifted
and Talented Students
Enrichment Acceleration
• Go beyond regular • Learn regular
curriculum curriculum at a pace
• Greater depth and commensurate with
breadth abilities
• Individual or • Progress to advanced
collaborative inquiry materials faster than
activities age norms or grade
• Develop problem- levels
solving abilities
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20. Guidelines for Teaching Gifted and
Talented Students
• Provide teaching that allows use of the regular class as a
forum for research, inquiry, and projects
• Encourage curiosity and confidence
• Allow exploration beyond standard curriculum
• Differentiate instruction
• Help students develop the skills required for self-directed
learning
• Group students of varying ability levels by interest for
cooperative projects
• Teach complex thinking processes
• Look for alternative curriculum materials
• Implement curriculum compacting
• Match students with mentors
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21. Glasser’s Choice Theory
• Students make choices to satisfy basic needs
– Survival
– Love and Belonging
– Power
– Freedom
– Fun
• Class works better if teachers plan learning
activities that help satisfy, instead of frustrating,
needs
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22. VIDEO CASE: Motivating Adolescent Learners:
Curriculum Based on Real Life
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23. Promoting Gender Equity
• Have high expectations for all students, boys and girls.
• Organize classroom, technology schedules so students
don’t segregate or monopolize by sex.
• Avoid biased instructional materials.
• Examine and address, if needed, the frequency with
which students are called on and the kind of responses
teachers provide.
• Eliminate sex-stereotyped assignments & tasks.
• Structure learning to give girls equal opportunity to
participate.
• Model sex-equitable behavior.
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24. VIDEO CASE: Gender Equity in the
Classroom: Girls and Science
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25. Making School Safer for Students of All
Orientations
• Establish classroom guidelines against name-
calling.
• Respect different points of view.
• Make no assumptions about students’ families
or their sexual orientations.
• Be a role model; treat all students with respect
and dignity.
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26. Teaching Your
Diverse Students
• Seek out experiences to broaden your cultural and
societal understanding.
• Spend time with people who differ from your ethnicity,
culture, or language.
• Volunteer in schools that differ from those you attended.
• Learn about and appreciate the values and backgrounds
of your students.
• Teach to your students’ strengths.
• Provide a variety of educational experiences.
• Involve students’ families. Respect values of both school
and families.
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