CH3+Notes

 Chapter 3 Today’s Multicultural, Bilingual, and Diverse School Chapter Objectives After studying this chapter, you should be able to: · Describe the social context of Special Education · Articulate the history of discrimination in education against students from various cultural, ethical, and linguistic backgrounds. · Clearly articulate disproportionate representation · Explain the impact that race, poverty, family structure, and parents’ education have on placement into special education. · Identify ways to become a culturally responsive educator. Chapter Overview/Presentation Outline I: Introduction Slide 2: Chapter 3 Objectives //slide 2 and review the chapter objectives//

II: Defining Culture and Its Implication for Special Education Slide 3: Culture and the Schools //-slide 3 and discuss culture and microculture//

Slide 4: Cultural Responsiveness //-slide 4 and discuss cultural responsiveness//

III: The Social Context of Special Education Slide 5: Social Context of Special Education //-slide 5 and discuss the history of special education before IDEA//

Slide 6: School System Responses //- slide 6 and discuss the historical school responses to Cultural theories//

Slide 7: Court Cases Related to Nondiscriminatory Evaluation //-slide 7 and discuss Larry P. v. Riles and its impact on nondiscriminatory evaluation//

IV: Disproportionate Representation Slide 8: Disproportionate Representation //-slide 8 and discuss disproportionate representation, risk ratios, percentages of student in special education, and gifted education placement//

V: Factors Associated with Disproportionate representation and Educational Equality Slide 9: Factors Associated with Disproportionate representation and Educational Equality //-slide 9 and discuss the factors associated with disproportionate representation//

VI: Becoming a Culturally Responsive Teacher and Advocate Slide 10: Becoming a Culturally Responsive Teacher and Advocate //-slide 10 and discuss the strategies to become a culturally responsive teacher//

