Introduction to Instructional Methods for Culturally and Linguistically Diverse Exceptional Learners - PowerPoint PPT Presentation

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Introduction to Instructional Methods for Culturally and Linguistically Diverse Exceptional Learners

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Annual testing (TAKS) Paraprofessional qualified and trained ... English only policy. ESL. ELL. Status of Bilingual and ESL Education. Enacted in 1968 ... – PowerPoint PPT presentation

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Title: Introduction to Instructional Methods for Culturally and Linguistically Diverse Exceptional Learners


1
Introduction to Instructional Methods for
Culturally and Linguistically Diverse Exceptional
Learners
  • Chapter 1

2
Vocabulary
  • CLD Culturally and linguistically diverse
  • CLDE Culturally and Linguistically diverse
    exceptional learner
  • Response to Intervention researched based
    practices and progress monitoring to record
    students progress to intervention
  • Multi-Tiered Learning Multi-level learning
    services dependent on learning problems
  • Early Intervening Services Educational services
    provided to students at an early age
  • Individualized Education Plan Records the goals
    and services for students with disabilities
  • IDEA - Individuals with Disabilities Education
    Improvement Act

3
Vocabulary
  • NCLB No Child Left Behind
  • Accommodations Act of making learning
    appropriate and accessible to students with
    disabilities
  • Standards-Based Learning/Assessment
    Instruction/Assessment of grade level standards
  • ESL English as a Second Language
  • ELL English Language Learner
  • Cultural Competence Value diversity and
    incorporated into the educational curriculum and
    process

4
Teaching CLDE Learners
  • Culture
  • Language
  • Disability Needs

5
Instructional Climate in Todays Schools
  • Reauthorization of the IDEA
  • No Child Left Behind
  • Three-tiered instruction
  • Response to intervention
  • Standards-based learning and assessment
  • Immigrant students with special needs
  • Misdiagnosis of disabilities

6
IDEA
  • Overidentification and Disporportionality
  • Early Intervening Services
  • Criteria for Determining a Learning Disability
  • Individualized Education Plan
  • Transition Services
  • Accommodations

7
NCLB
  • Ensure that all students meet rigorous education
    standards
  • All students must be assessed through district
    and statewide curriculum
  • Annual testing (TAKS)
  • Paraprofessional qualified and trained
  • Academic/behavioral support to students failing
    to meet standards
  • Provisions for accommodation for students with
    disabilities

8
Three-Tiered Instruction
9
Response to Intervention
  • Developed in 1980 in response to reading
    disabilities
  • Determined to some extent the tier of instruction
    a student should be educated within
  • Success depends on
  • Whether the learning environment nurtures
    academic success and viewed as a rich resource
  • Whether teachers have received adequate
    preparation for teaching in culturally and
    linguistically diverse settings
  • Whether teachers have access to instructional
    approaches to use with CDLE learners

10
Standards-Based Learning and Assessment
  • Developed in 1970s to implement minimum
    competencies
  • Significant changes have occurred including
    continued documentation of progress (benchmark)
  • Expected achievement outcomes are clearly
    understood by all
  • Connection between assessment and classroom
    instruction
  • No lowering of standards for CDLE students

11
Immigrant Students with Special Needs
  • Immigrant student
  • Born outside the US
  • Enrolled in US schools less than 3 years
  • Between ages of 3 to 19
  • Increasing in number
  • Overrepresented in special education
  • Language difference misunderstood as a learning
    disability
  • May not be referred to special education
  • Not enough special education support for
    immigrant students with disabilities
  • Teacher shortage in dealing with special needs
    students

12
Misdiagnosis of Disabilities
  • More African American students in special
    education
  • Ineffective language assessment practices in
    schools
  • Misunderstanding of reading or language
    disabilities

13
Selecting Appropriate Language of Instruction
  • Determine what native language is and how to
    handle
  • Adequate resources must be provided
  • Limited English proficiency instruction in
    native language along with English must be
    addressed in a IEP
  • English only policy
  • ESL
  • ELL

14
Status of Bilingual and ESL Education
  • Enacted in 1968
  • Act amended several times
  • Replaced with English language acquisition
  • Trends that continue today
  • Some states and schools have discontinued
    bilingual programs and replaced them with ESL
    programs
  • Some states and schools have worked very hard to
    allow students to become bilingual
  • Student population is becoming more
    linguistically diverse

15
Culturally Competent Teaching
  • Cultural Destructiveness
  • Cultural Incapacity
  • Cultural Blindness
  • Cultural Precompetence
  • Cultural Competence Proficiency

16
Instructional Framework
  • Underlying Instructional Framework Elements
  • Instructional Considerations
  • Instructional Cycle
  • Ongoing Assessment
  • Framework addresses 5 elements
  • Knowledge of CLDE learners
  • Knowledge of and Purpose for Bilingual/ESL
    Instructional Programming
  • Strategies Selection
  • Goals and Objectives
  • Assessment

17
Qualities for Teaching CLDE Learners
  • Academic content must relate to cultural
    environment
  • Content should be addressed in multiple/integrated
    ways
  • Cognitive and academic instructional goals should
    be addressed including higher order thinking
    abilities
  • Teachers must challenge all learners
  • Teachers must value diversity
  • Students should be engaged in active learning and
    inquiry-based tasks

18
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