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Chapter Three
Cultural and Linguistic Diversity and
Exceptionality
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Terminology of Cultural Differences
– Culture
• The attitudes, values, belief systems, norms, and traditions shared
by a particular group of people that can be reflected in their
language, religion, dress, diet, and social customs.
– Multiculturalism
• Acknowledgement and acceptance of many different cultures that
have equal value. Individuals can function in more than one
culture.
– Multicultural education
• Education that is infused throughout the curriculum and values
the customs, race, language, and ideas of all cultures including
cultural constructs such as race, gender, and disability.
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_Bilingual education
• An educational strategy for students whose first
language is not English where they receive instruction
in their native language while learning English.
– Macroculture
• Core national culture which represents a shared culture
such as American individualism and independence.
– Microculture
• Distinct subcultures within the larger culture that retain
their own unique characteristics.
– English Learners
• Individuals whose primary or home language
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Terminology of Cultural Differences
• Describing diversity
– The federal government only recognizes seven distinct
racial groups: American Indian or Alaskan Native, Asian,
Black, Hispanic, Native Hawaiian or Other Pacific Islander,
White Two or More Races
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Disproportional Representation
• Minority students are disproportionally represented
in special education
• Overrepresentation: a situation in which greater
numbers of students of certain groups are placed in
special education than you would expect based on
their numbers in the school population
• Underrepresentation: fewer students in a particular
category than one might expect based on their
numbers in the school population
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Disproportional Representation
• There is typically an overrepresentation of
minority students in special education programs.
• There is typically an underrepresentation of
minority students in gifted and talented programs.
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a. Over-representation of minority students receiving
special education services/Under-representation of
minority students in gifted and talented programs
i. Relationship between family socioeconomic status
(poverty)
Minorities groups often live in urban areas that are associated
with poverty and may have poor nutrition, adverse living
conditions, and limited access to prenatal and healthcare.
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Numerous reports have shown the negative influence of
Factors Contributing to Over- and
Underrepresentation
• Relationship between family socioeconomic status
(poverty)
• Identification procedures by professionals from
culturally dominant backgrounds
• Instructional methodologies reflect dominant culture
• Dominant culture teachers’ perceptions of diverse
students’ learning needs
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• Identification procedures
– Faulty identification procedures, ineffective prereferral
strategies, test bias, and inappropriate assessment techniques
may also account for some of the overrepresentation.
• Instructional methodology
• Research demonstrates that children from
minority groups may learn differently than
White youngsters and teachers may not
employ strategies that meet the learning
styles of all of their students
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– Consequences of a disproportionate
representation of minority students in special
education programs
• May result in an inferior and less effective educational
experience
– Students who are removed from the general education
classroom and curriculum may experience inferior educational
opportunities due to limited expectations, supplies,
instructional materials, and resources.
• Increases risk for underachievement and school
dropout
– Minority students historically have higher rates of school
dropout than their White classmates.
• May create limited employment opportunities
– Adults who did not complete high school are more likely to be
unemployed or incarcerated.
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Assessment and Disproportionate
Representation
• Inappropriate assessment tools and evaluation
procedures lead to disproportionate representation
– Over reliance on IQ tests
– Different cultural and experiential backgrounds
• Accurate assessment of culturally and linguistically
diverse students with disabilities is essential for
identification and program development
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Assessment Innovations
Nondiscriminatory assessments
• Test revisions
• Multiple intelligences instead of just IQ
• Portfolio assessments
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Classroom Suggestions for Teachers of Culturally
and Linguistically Diverse Students with
Disabilities
– Assess a child in both English and in the native language
before administering other tests so that a child’s abilities in
the native language can be determined. A student may
have an English language barrier but understand the
content in the native language.
– A student must exhibit a disability when evaluated in the
native language or the student does not have a disability.
• Schools should use multiple assessment tools and procedures
including a combination of formal and informal measures that
are collected from the child, teacher(s), and the parents
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Classroom Assessment Suggestions
• Assess a child in both English and in the native
language before administering other tests
• A student must exhibit a disability when evaluated in
the native language
• Schools should use multiple assessment tools
• Evaluators should use unbiased tools and techniques
• An interpreter may be used if bilingual education is not
available
• Parents should be involved in developing assessments
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Educational Suggestions
Display sensitivity to the cultural heritage of all
students
• Use instructional strategies and materials that
respect different learning styles and personal
experiences
• Consider the instructional environment and the
impact on student behavior
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