Chapter 3: Teaching All Learners
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Transcript of Chapter 3: Teaching All Learners
![Page 1: Chapter 3: Teaching All Learners](https://reader035.fdocuments.in/reader035/viewer/2022062306/54301b918d7f723d3b8b77b3/html5/thumbnails/1.jpg)
Chapter 3
Accepting Responsibility for the Learning of All Students
Based on: Special Education for Today’s Teachers: An Introduction, by Rosenberg, Westling, and McLeskey (second edition)
and adapted from PowerPoint created by the National Dissemination Center for Children with Disabilities.
![Page 2: Chapter 3: Teaching All Learners](https://reader035.fdocuments.in/reader035/viewer/2022062306/54301b918d7f723d3b8b77b3/html5/thumbnails/2.jpg)
Chapter 3 Questions
• What is “disproportionality” and why is it important?
• How can we explain discrepancies in educational outcomes for children?
• What is the demographic divide and why is it important?
• What do successful teachers believe and do to enhance the educational futures of all children?
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Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
What is Disproportionality?
% of students of a specific ethnicity or race
In special education
In school’s population
Overrepresentation
![Page 4: Chapter 3: Teaching All Learners](https://reader035.fdocuments.in/reader035/viewer/2022062306/54301b918d7f723d3b8b77b3/html5/thumbnails/4.jpg)
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
What is Disproportionality?
% of students of a specific ethnicity or race
In special education
In school’s population
Underrepresentation
![Page 5: Chapter 3: Teaching All Learners](https://reader035.fdocuments.in/reader035/viewer/2022062306/54301b918d7f723d3b8b77b3/html5/thumbnails/5.jpg)
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
African-American childrenand American Indians/ Alaskan natives are overrepresented in intellectual disability, learning disabilities, and emotional/ behavior disorder categories.
Statistics
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Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
StatisticsAfrican-American and Hispanic students with disabilities are more likely to be educated in separate special education classrooms or schools than European American students.
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Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
In schools with predominantly European American populations, disproportionately high numbers of minority students tend to be placed in special education.
Statistics
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Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Why Does Disproportionality Occur? • Failure to educate children from diverse
backgrounds in general ed.• Lack of access to effective
instruction• Under-prepared teachers• Insufficient resources • Poverty• Demographic divide between
teachers and students• Misidentification
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Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
IDEA 2004• States must monitor levels of
disproportionality.
• If disproportionality occurs, districts must:• Review and revise (if appropriate) policies
and procedures used in identification and placement
• Use 15% of Part B funds for early intervening services
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Perceived “Normal” Student Behavior
• Takes turns speaking• Deferential to adults• Sit and listen for extended periods of time• Looks teacher in the eye when reprimanded• Uses standard grammar and pronunciation
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Teacher Perceptions of Difference
• Students not behaving as expected by European American, middle-class teachers are more likely to be referred to special ed.
• Cultural differences may cause educators to inaccurately judge students as poorly behaved or disrespectful.
• Teachers my misinterpret typical second language acquisition as disability or may fail to perceive a disability.
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Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Culturally Relevant Teaching
• Know yourself and culture’s role in perception
• Learn about students’ backgrounds, experiences
• Learn not to judge• Include materials that reflect students’
culture • Relate instruction to interests, experiences,
families, and culture
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Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Culturally Relevant Teaching
• Develop a vision of students who succeed• Have high expectations for achievement and
behavior• Focus instruction on strengths while
building capacity in weaker areas• Support students until they succeed• Create a sense of community• Equity = caring = meeting needs