Reflections on Diversity and Cultural Competence in our Schools and Extended Learning Programs Mary McAllister Shea, Ed. D. Shea Consulting Sisters, OR.

Reflections on Diversity and Cultural Reflections on Diversity and Cultural Competence in our Schools and Competence in our Schools and

Extended Learning ProgramsExtended Learning Programs

Mary McAllister Shea, Ed. D.Mary McAllister Shea, Ed. D.Shea ConsultingShea Consulting

Sisters, ORSisters, OR

[email protected]@msn.com

Learning ObjectivesLearning Objectives

Encourage reflection of our schools and

afterschool communities Examine role of leadership in

transforming school communities Expand our definitions of diversity to

include ability differences

Goal of Cultural CompetencyGoal of Cultural Competency

Ensuring everyone we come into contact with is treated in a manner compatible

with their cultural beliefs and practices, preferred language, physical ability and gender

Oregon Commission on Children and Families

Cultural Competency is…Cultural Competency is…

Based on respect for individuals and cultural differences

Having the knowledge and skills to adjust perceptions, behaviors, and practice styles to meet the needs of different ethnic and racial groups

Oregon Commission on Children and Families

Equity & DiversityEquity & Diversity

Rather than suppressing differences we should honor them

and build a commonality between us

Including All of UsIncluding All of Us

We must ensure

that individuals with disabilities

are also included

when we describe diversity

It’s time for a paradigm change…

It’s a Fact…It’s a Fact…

Individuals with disabilities

remain pervasively

disadvantaged and their goal of

full participation is a dream deferred

Medical ModelMedical Model

Deficiency Based Goal to remediate or rehabilitate person Experts were in charge Very prescriptive Outcomes were dismal

Social Model of DisabilitySocial Model of Disability

Empowerment model Based on principle of self-determination Supports interdependence Outcomes are authentic inclusion and

opportunities for connections in the

community

““Circle of Friends”Circle of Friends”

We long for wisdom to make the world more decent and tolerant and caring, a world where all of us figure in one

another’s survival. We believe much of the wisdom needed for the task comes

from reaching toward those we may have programmed to avoid

Perske & Perske, 1988

Prevalence & IncidencePrevalence & Incidence

13.9% of children 0-17 years qualify as children with special heath care needs (CSHCN)

those who have or are at increased risk for a chronic physical, developmental, behavioral, or emotional condition and who may also require health and related service of a type or amount beyond that required by children generally”

National Survey of CSHCN and National Survey of Children’s Health

Who are These Children?Who are These Children?

They are NOT… The special education students The autistic children The behavior challenges The wheelchair users The Down syndrome kids

They are just children !

Oregon’s ChildrenOregon’s Children 4.2% of children 6-17 years have

repeated a grade 46.2 % of children age 2- 17 years with

problems requiring counseling received

mental health care 16.4% of kids live in neighborhoods

with poorly kept or dilapidated housing

Oregon’s Children Oregon’s Children 7% of teens are high school dropouts

9% of teens are not in school & not working

17% of children living in poverty ($21,027 for family of 2 adults & 2 children)

29% of children in single-parent families

35% of children living in families where no parent has full time, year round employment

What’s Happening with These Kids?What’s Happening with These Kids?

• How are they doing in school?

• Are they fully included?

• Do they graduate, participate in service learning, or school activities?

• Do they have friends?

• Are they in extended learning programs or quality out-of-school time environments?

Professional OpportunitiesProfessional Opportunities Promote access, provide supports, and design respectful accommodations

Ensure opportunities for meaningful inclusion in natural environments

Model respect for human differences

Create Caring Communities !

The challenge is...The challenge is...

We are often told to build community in our institutions, but we are left with a feeling that we have neither the fiscal

nor moral tools to do so

Tierney, W.G. (1992) Cultural leadership and the search for community. Liberal Education 78 (5), 16-21

Challenge for LeadershipChallenge for Leadership

Commit to strategically and intentionally transform your school communities to become truly diverse and multicultural

institutions that reflect your communities

Become a boundary crosser !

Conduct a Cultural AuditConduct a Cultural Audit

“At the core of any viable institution there is a moral code which must

periodically be reinvigorated so that the institution may

survive and flourish”

Bellah, Madsen, Sullivan, Swindler, & Tipton (1985). Habits of the heart.

Leadership in ActionLeadership in Action

Begin with reflection

(personal and organizational) Use a developmental continuum to

measure organizational change Ensure stakeholder voices Adapt and adjust as needed

Final Reflection…Final Reflection…

Our goal should be clear. We are seeking nothing less than a life

surrounded by the richness and diversity of community.

A collective life. A common life. An every day life.

A powerful life that gains its joy from the creativity and

connectedness that come when we join in association to

create an inclusive world John McKnight