Who are
Today’s
Students in a
Diverse Society
CIE: Unit 3
5 types of diversity a teacher
might see in a classroom:
 Racial/ethnic
diversity
 Language diversity
 Academic diversity
 Students with differing needs
 Gender
 Socioeconomic diversity
Race vs Ethnicity
 Race
– people with a common ancestry
and physical characteristics
 Ethnicity – people who share a common
culture, including language, customs, and
religion
Assimilation vs Cultural
Pluralism
 Assimilation
– process of incorporating an
immigrant group into mainstream culture
 Cultural pluralism – having an
understanding and appreciation of the
cultural differences and languages
among the nation’s citizens
Multicultural Education
 An
approach to education that
recognizes cultural diversity and fosters
cultural enrichment of all children and
youth.
5 approaches to multicultural
education:
1.
2.
3.
4.
5.
Teaching the exceptional and culturally
different
Human relations
Single-group studies
Multicultural
Multicultural and social reconstructionist
Social Justice
 The
thought process of doing away with
social and economic inequalities for those
who have been denied these benefits in
a democratic society.
 African Americans, Native Americans,
Asian Americans, Hispanic Americans,
women, individuals with disabilities,
people with limited English proficiencies,
low income, particular religious groups,
etc
Dangers of multicultural
education:





Destroy any sense of common traditions, values,
purposes, obligations
Divert the schools’ attention from education to
civic, economic, and personal effectiveness
Attacks problem of minority students’
underachievement by advocating an emphasis
on self-esteem rather than hard work
Substitutes relevance of subjects studied for
instruction in solid academics
Undermine a sense of common morality
Culturally Responsive Teaching
 To
incorporate aspects of a student’s
culture
Lau vs Nichols



Bilingual Education Act – schools must take
steps to rectify language deficiencies for
students
Class action suit on behalf of Chinese students
Specified that language minority students
should be taught academics in their primary
home language until they adequately
learned and could benefit from English
language
2 goals of ESOL students
 To
learn English
 To master content
Multiple Intelligences:
 Howard
Gardner, psychologist
 We should educate multiple intelligences
 All students have strengths, weaknesses,
and unique combinations of cognitive
abilities
 Students have at least 8 distinct
intellectual capabilities that they use to
approach problems and create products
8 intellectual capabilities:









1. verbal/linguistic intelligence
2. logical-mathematical intelligence
3. spatial intelligence
4. bodily-kinesthetic intelligence
5. musical intelligence
6. interpersonal intelligence
7. intrapersonal intelligence
8. naturalist intelligence
Which do we tend to emphasize in schools?
Teaching Implications
Be aware that students learn in different
ways and offer them a variety of ways to
learn material
Even assessments should be offered in a
variety of ways.
Provides variety in lessons
Multiple Intelligences vs
Learning Style Theory
 Visual
- seeing
 Auditory- hearing
 Kinesthetic - moving
 Tactile – touching
 Learning styles more focused on the
process of learning rather than contents
and products of learning
 Review
best?
table on pg 63. How do you learn
6 types of disabilities:
 1.
 2.
 3.
 4.
 5.
 6.
 7.
 8.
mental retardation
emotional disturbance
learning disabilites
attention deficit disorders
speech/language impairments
autism
traumatic brain injury
visual impairments
IEP: Individualized Education
Plan
 FAPE
– free and appropriate education
 Students with disabilities must be provided
with an IEP providing short term and long
term goals.
IDEA and ADA pg 66

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

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
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
IDEA – Individuals with Disabilities Act
ADA – American s with Disabilities Act
1. FAPE
2. appropriate evaluation
3. IEP
4. LRE (least restrictive environment)
5. parent and student participation in
decision making
6. procedural safeguards
IEP
 Goal
driven
 Meet annually
 Transition plan to transition from school to
work
 LRE
 Mainstream/inclusion
Pros and Cons of Inclusion
 Pgs
67-68
 Discussion: Breaking Out
Assistive Technology
 Devices
and services which help students
with disabilities perform better in their daily
lives.
 assistive technology overview
 Meet Elle
 Meet Sam
Project:
 Research
a disability and create a power
point about that disability and what type
of assistive technology may help a
student with that type of disability. You
will present this information to the class.
Teaching Implications for
students with disabilities:
 Do
not stereotype
 Be open to inclusion
 Learn about the disability and assistive
modalities
 Insist that any needed services be
provided
 Pair with other students
 Variety of teaching strategies
Programs for Gifted and
Talented Students:
 Acceleration
 Enrichment
 Teaching
implications pgs 74-75
Glasser’s Choice Theory
 William
Glasser – psychiatrist and
educator
 Everyone born with fundamental needs
for survival, love and belonging, power,
freedom, and fun
 We attempt to satisfy these needs
throughout our lives
 If we understand these needs we can
make choices to satisfy these needs
Implementing Glasser’s Theory
 Group
work vs individual work to satisfy
need of belonging
Adolescent Subcultures
 What
can we do to prevent alienation of
subcultures?
 What school activities might be appealing
to members of traditionally “outcast”
groups?
Gender in the classroom
 High
expectations for all students
 Avoid stereotypes
 Assigned seating to discourage
segregation
3 things you can do to avoid
diversity in classroom:
 1.
learn about and appreciate values
and backgrounds of students
 Teach to your students strengths
 Provide a variety of educational
experiences
 Provide consistent messages to your
students
 Attempt to bridge gap between middle
class standards and students’ home life