Accepting Responsibility For The Learning Of All Students

Accepting Responsibility for Accepting Responsibility for the Learning of All Studentsthe Learning of All Students

What does it Mean?What does it Mean?

Ronald TakakiRonald Takaki

““Race is tied intricately to class. Race is tied intricately to class.

When we understand this intricate tie When we understand this intricate tie that binds us, that binds us,

we begin to see that we do share much we begin to see that we do share much common ground in class.”common ground in class.”

Enduring UnderstandingEnduring Understanding Culture, first language, ethnicity and Culture, first language, ethnicity and

race often allow students to present as race often allow students to present as abnormal to the teacher who is from abnormal to the teacher who is from the main line culture. It is necessary the main line culture. It is necessary to understand how these things effect to understand how these things effect their learning and the disproportionate their learning and the disproportionate number of minority students in special number of minority students in special ed. If we teach all of these students so ed. If we teach all of these students so they can learn, special education they can learn, special education classes should shrink and prejudices classes should shrink and prejudices should recede into the past.should recede into the past.

Essential QuestionsEssential Questions How are the demographics of public schools How are the demographics of public schools

changing?changing? How is the increasing diversity of the student How is the increasing diversity of the student

population reflected in special education?population reflected in special education? What is the demographic divide, and why is it What is the demographic divide, and why is it

important?important? How can we explain the significant How can we explain the significant

discrepancies in educational outcomes for discrepancies in educational outcomes for children who vary by race, culture, socio-children who vary by race, culture, socio-economic status, language, and learning economic status, language, and learning differences?differences?

What do successful teachers believe and do to What do successful teachers believe and do to enhance the educational futures of all children?enhance the educational futures of all children?

quoted on quoted on page 52 of page 52 of Special Education for Today’s Teacher Special Education for Today’s Teacher An IntroductionAn Introduction

How are the demographics of How are the demographics of public schools changing?public schools changing?

In 2004 (US Census Bureau) US was 67% In 2004 (US Census Bureau) US was 67% European American.European American.

In the last two years Hispanic Americans In the last two years Hispanic Americans have surpassed African Americans as the have surpassed African Americans as the largest minority in the US.largest minority in the US.

At least 4 states now have now majority At least 4 states now have now majority population by ethnicity.population by ethnicity.

By 2015 only 58% of the 0 to 24 group will By 2015 only 58% of the 0 to 24 group will be European American.be European American.

By 2025 half of all school children will be By 2025 half of all school children will be of non-European ancestry.of non-European ancestry.

How are the demographics of public schools How are the demographics of public schools changing?changing?

Over 10% of the student population is Over 10% of the student population is classified as English-language Learners and classified as English-language Learners and are entitle to general education services to are entitle to general education services to address their limited English proficiency. address their limited English proficiency.

The number is disproportionally larger in The number is disproportionally larger in some regions and it is straining budgets and some regions and it is straining budgets and staffs to meet the needs.staffs to meet the needs.

Many of us would not recognize the sounds of Many of us would not recognize the sounds of our own school hall ways if we went back our own school hall ways if we went back today, the change is so all pervasive in the today, the change is so all pervasive in the US.US.

How are the demographics of public schools How are the demographics of public schools changing?changing?

Poverty is increasing.Poverty is increasing. Poverty is often tied with ethnicity and linguistic Poverty is often tied with ethnicity and linguistic

differences as those who don’t fit into the differences as those who don’t fit into the norms of our culture often get placed in the norms of our culture often get placed in the worst jobs despite great intelligence and worst jobs despite great intelligence and training.training.

Poverty means teachers will have to learn to Poverty means teachers will have to learn to look out for signs of poor nourishment to insure look out for signs of poor nourishment to insure that their students can learn well as health has that their students can learn well as health has a great impact on ability. Sometimes, if not a great impact on ability. Sometimes, if not caught early enough, it results in permanent caught early enough, it results in permanent damage to mind as well as body.damage to mind as well as body.

Neglect and abuse are on the rise.Neglect and abuse are on the rise. Neglect often comes with the socio-Neglect often comes with the socio-

economic struggles and growing economic struggles and growing divide in our society.divide in our society.

Neglect has become the greatest Neglect has become the greatest form of child abuse in the country form of child abuse in the country today.today.

How are the demographics of How are the demographics of public schools changing?public schools changing?

How is the increasing diversity of the How is the increasing diversity of the student population reflected in special student population reflected in special

education?education?

OverrepresentationOverrepresentation Academic achievement is hindered Academic achievement is hindered

by being on European American due by being on European American due to resource inequities.to resource inequities.

Proportionally more American Indians Proportionally more American Indians and African Americans have and African Americans have intellectual disabilities, learning intellectual disabilities, learning disabilities, and emotional/behavior disabilities, and emotional/behavior disorders.disorders.

How is the increasing diversity of the student How is the increasing diversity of the student population reflected in special education?population reflected in special education?

Students with disabilities are more likely to Students with disabilities are more likely to live in poverty and end up in schools with live in poverty and end up in schools with too few resources to meet their needs.too few resources to meet their needs.

Type of classroom used for special Type of classroom used for special education is most often integrated for education is most often integrated for European Americans and in essence European Americans and in essence segregated (called separated) for the segregated (called separated) for the African Americans.African Americans.

Graduation rates are falling for all but the Graduation rates are falling for all but the Asian American students. It is especially Asian American students. It is especially true in the special education classroom for true in the special education classroom for the Culturally and Linguistically diverse.the Culturally and Linguistically diverse.

The Demographic DivideThe Demographic Divide It is between teachers and students.It is between teachers and students. It is most often social and economic.It is most often social and economic. It leave teachers without enough It leave teachers without enough

understanding of the student culture to know understanding of the student culture to know when the students are being defiant or being when the students are being defiant or being as is culturally acceptable in their society.as is culturally acceptable in their society.

Makes it more important to have good Makes it more important to have good teachers from the same culture as role teachers from the same culture as role models.models.

Makes it important to have same culture Makes it important to have same culture teachers to help those on the divide know teachers to help those on the divide know best how to deal with the special needs they best how to deal with the special needs they don’t normally recognize.don’t normally recognize.

The Demographic DivideThe Demographic Divide

We must not think we cannot reach the We must not think we cannot reach the children on the other side of this divide if we children on the other side of this divide if we are European Americans. Hard work, proper are European Americans. Hard work, proper attention, and learning about the students attention, and learning about the students and their families will do wonders. We need and their families will do wonders. We need to develop resources to make it happen.to develop resources to make it happen.

Teachers have to understand what is normal Teachers have to understand what is normal in different cultures. A lot of the students in in different cultures. A lot of the students in this multicultural milieu are from more this multicultural milieu are from more communal cultures that expect far different communal cultures that expect far different behaviors in the classroom than our behaviors in the classroom than our individualistic culture.individualistic culture.

The Demographic DivideThe Demographic Divide

Educational decisions made on our own Educational decisions made on our own views of “normal” may have deleterious views of “normal” may have deleterious results for the education of many of the results for the education of many of the students coming here from cultures students coming here from cultures unfamiliar to us.unfamiliar to us.

Teachers have to understand what is normal Teachers have to understand what is normal in different cultures. A lot of the students in in different cultures. A lot of the students in this multicultural milieu are from more this multicultural milieu are from more communal cultures that expect far different communal cultures that expect far different behaviors in the classroom than our behaviors in the classroom than our individualistic culture.individualistic culture.

How can we explain the How can we explain the significant discrepancies significant discrepancies in educational outcomes in educational outcomes for children who vary by for children who vary by race, culture, socio-race, culture, socio-economic status, economic status, language, and learning language, and learning differences?differences?

DiscrepanciesDiscrepancies

Deshawn, page 64Deshawn, page 64 Lack of trust in authority in poorer Lack of trust in authority in poorer

neighborhoods.neighborhoods. Recognizing the difference between Recognizing the difference between

defiance and cultural norms does is defiance and cultural norms does is important but does not require teacher-important but does not require teacher-student cultural parity.student cultural parity.

Linguistic divergence can make it hard for Linguistic divergence can make it hard for parents to inform teachers of physical or parents to inform teachers of physical or psychological needs they know their psychological needs they know their children have.children have.

DiscrepanciesDiscrepancies

If teachers make decisions based on If teachers make decisions based on English performance for ESLL students, English performance for ESLL students, then they may put very bright students then they may put very bright students into special education settings that will into special education settings that will hurt rather than help. (Josue pg. 66).*hurt rather than help. (Josue pg. 66).*

Cultures direct parental interactions with Cultures direct parental interactions with schools as well as those of their children.schools as well as those of their children.

Parental expectations for their children Parental expectations for their children may be different from the teachers.may be different from the teachers.

* Alternate Homework assignment. Reflect on this student’s teacher’s responses to his needs.

DiscrepanciesDiscrepancies Children who come from poverty often Children who come from poverty often

start behind in school and stay there.start behind in school and stay there. Students from diverse backgrounds with Students from diverse backgrounds with

disabilities often struggle because the disabilities often struggle because the states keep changing expectations and the states keep changing expectations and the parents are either working too hard to parents are either working too hard to take time to talk to the teachers or are take time to talk to the teachers or are unable to communicate in English and unable to communicate in English and have given up trying to help their children.have given up trying to help their children.

High Stakes Testing is causing its own High Stakes Testing is causing its own problems for these students, especially in problems for these students, especially in special education classes.special education classes.

What do successful teachers believe and do to What do successful teachers believe and do to enhance the educational futures of all children?enhance the educational futures of all children?

They take advantage of the information They take advantage of the information available in communities that thrive on available in communities that thrive on extended family living.extended family living.

They use mentors and fellow teachers They use mentors and fellow teachers ideas to become more culturally sensitive ideas to become more culturally sensitive and responsive.and responsive.

They learn all they can about multiple They learn all they can about multiple cultures that may be divergent in their cultures that may be divergent in their behavior standards and work with the behavior standards and work with the students to understand each other rather students to understand each other rather than set rules that cause tension or make than set rules that cause tension or make one group seem superior to another.one group seem superior to another.

They tend to work from a more They tend to work from a more Interactional model for disabilities Interactional model for disabilities and use information from the Medical and use information from the Medical Model to help get them diagnosed, Model to help get them diagnosed, but not necessarily to teach them.but not necessarily to teach them.

Use the school environment to foster Use the school environment to foster resilience in the students rather than resilience in the students rather than total defeat.total defeat.

What do successful teachers believe and do to enhance What do successful teachers believe and do to enhance the educational futures of all children?the educational futures of all children?


Know yourself and the role culture plays in Know yourself and the role culture plays in perception.perception.

Study culture and diversityStudy culture and diversity Help our student to think in terms of how Help our student to think in terms of how

different people respond to experiences different people respond to experiences without going into great cultural studies. without going into great cultural studies. Use normal examples like male and Use normal examples like male and female, fat and thin, worker and manager female, fat and thin, worker and manager and branch out from there. This should and branch out from there. This should help all in the class become non-help all in the class become non-judgmental.judgmental.

Don’t be judgmental.Don’t be judgmental.


Make the classroom a caring place.Make the classroom a caring place. Make interactions with parents caring Make interactions with parents caring

events that assure them of your support.events that assure them of your support. Make opportunities to learn about your Make opportunities to learn about your

students and their backgrounds.students and their backgrounds.

Informal observations of students.Informal observations of students.

Informal conversations with parents.Informal conversations with parents.

Use questionnaires when possible.Use questionnaires when possible.


Create a sense of community in the Create a sense of community in the classroom.classroom.

Teach classroom rules, routines, and Teach classroom rules, routines, and procedures explicitly. Never assume procedures explicitly. Never assume that anyone knows what is expected that anyone knows what is expected of them. Your cultural may set you of them. Your cultural may set you to expect something a student has to expect something a student has never been required to do in his never been required to do in his culture.culture.


Only assume that students will behave Only assume that students will behave appropriately if they know and remember appropriately if they know and remember what is expected by the teacher. what is expected by the teacher.

Use multiple strategies to teach Use multiple strategies to teach classroom expectations.classroom expectations.

Use humorous negative examples as well Use humorous negative examples as well as models when setting expectations.as models when setting expectations.

Set high expectations for student Set high expectations for student achievement. Anyone can learn.achievement. Anyone can learn.


Provide authentic opportunities for Provide authentic opportunities for students to use newly acquired skills students to use newly acquired skills and competencies.and competencies.

Insist on completion and quality.Insist on completion and quality. Use culturally relevant curriculum Use culturally relevant curriculum

and texts.and texts. Link the children’s interests, Link the children’s interests,

experiences, families and home experiences, families and home cultures to the school work.cultures to the school work.


Take advantages of traditions like oral Take advantages of traditions like oral history in the African American community.history in the African American community.

Take advantage of the things some families Take advantage of the things some families do to maintain the family tree and the do to maintain the family tree and the history of each member. That is a great way history of each member. That is a great way to tap the funds of knowledge in a family to tap the funds of knowledge in a family that doesn’t want to talk to the teacher. that doesn’t want to talk to the teacher. Talking to the student about the weekly Talking to the student about the weekly family tree sessions will bring out much to family tree sessions will bring out much to help the teacher link the classes to that help the teacher link the classes to that student’s life.student’s life.


Empower students to seek equity and Empower students to seek equity and social justice.social justice.

Integrate social justice into the curriculum Integrate social justice into the curriculum as the students grow older.as the students grow older.

Take advantage of current events to make Take advantage of current events to make this happen more readily.this happen more readily.

Make ways for students to get involved in Make ways for students to get involved in social action projects. Then they will social action projects. Then they will believe that they can have an impact on believe that they can have an impact on the world.the world.

Make sure they know what equity means.Make sure they know what equity means.

We have to bring the students in our growing and rapidly changing American culture together in a place where it is safe to be oneself and to learn without fear of not fitting in.

We need to learn to know our students better than ever sowe can cross the demographic divide.

We need to be ready to learn and grow and change as much as our students. If we don’t, we will make the divide into an unbridgeablechasm.

We have to learn to love our selves and our students in wisdom so we can meet their problems with understanding.

We need to be ready to face the pains that living in a poor neighborhood bring to our students. Poor neighborhoods often provide poor schools and unsafe environments.These are hard places for children to learn in. Find ways tomake it easier.

We need to be aware of family traditions that will become treasure troves of informationfor us when our students parents are uncomfortablecoming in for meetings or can’t find anyone to translatefor them.

Commit to learning about our students, their backgrounds and their experiences. Then commit to incorporating their lives into our teaching so they can see the value of what they are learning.

Accepting Responsibility For The Learning Of All Students

Documents

public schools

student population

african americans

special education

special education

european americans

multicultural

educational