This document discusses the impact of cultural and linguistic diversity on the behavioral assessment and management of young children with special needs in educational settings. It emphasizes the importance of recognizing individual differences, understanding cultural influences on behavior, and implementing culturally responsive teaching strategies. The chapter provides recommendations for educators to celebrate diversity, foster positive student relationships, and adapt instructional methods to meet the unique needs of diverse learners.

1. Practicum in Behavioral Assessment and Management
of Culturally and Linguistically Diverse Young Children
with Special Needs
• Group Presentation
• EDS 703- Chapter 3
• Patricia West
• April 5, 2011
• ARIANNY SAVINON
• GISSEL BENCOSME
• KRISTINA FLORES
• LADI OSMANI
• LISSETTE GIL
• Lissette Melendez-Vega

2. DIVERSITY IN THE CLASSROOM

3. I. CHAPTER OVERVIEW
• This chapter examines the five categories of
worldview and how a teacher’s worldview is likely
to influence how he/she responds to specific
behavioral challenges within the classroom.
• Specific definitions of terms are provided.
Cultural influences on behaviors are examined
and discussed. Recommendations for schools
and teachers on how to integrate and celebrate
diversity are provided.

4. • Recognize and value individual
differences
• Acknowledge diverse cultural roots as
strengths
• Acquire knowledge about diverse cultural
identities: gender, language, racial,
ethnic, etc.
• Cultural background and biases of teachers
• Lack of knowledge
• Stereotyping
• Respecting & appreciating each student
• Prejudiced and biased management
techniques
.
I. CHAPTER OUTLINE

5. a. Cultural Differences
b. values
c. gender
d. Experiences
e. race
f. religious groups
g. language

6. Educator’s Attitude Towards Diversity
Prejudice and biased management techniques
Misunderstanding & Misinterpretation of behaviors

7. DIVERSE LEARNERS
Definition of Diverse Learners
The Diverse Learners committee defined
diverse learners as those students who,
because of gender, ethnic background,
socioeconomic status, differing ability levels,
learning styles or disabilities, may have
academic needs that require varied
instructional strategies to help them learn.

8. Cultural identities that affect students’ behavior:
•Health
•Ability/disability
•Religion
•Sexual orientation
•Language
•Race
•Ethnicity
•Exceptional learners
•Disabled learners

9. The Traits & Characteristics of Diverse Learners
1. Learning Disabilities
2. Behavioral/Emotional Disabilities
3. Mental Retardation
4. Autism
5. Gifted and Talented
6. Speech and Language Disorders
7. Blindness and Low Vision
8. Kinesthetic Learners

10. Learning Styles

11. Learning Styles
• Howard Gardner of Harvard has identified seven distinct
intelligences. This theory has states that students possess
different kinds of minds and therefore learn, remember, perform,
and understand in different ways,"
• according to Gardner (1991). According to this theory, "we are all
able to know the world through language, logical-mathematical
analysis, spatial representation, musical thinking, the use of the
body to solve problems or to make things, an understanding of
other individuals, and an understanding of ourselves.
• Where individuals differ is in the strength of these intelligences -
the so-called profile of intelligences -and in the ways in which such
intelligences are invoked and combined to carry out different
tasks, solve diverse problems, and progress in various domains."
Definition
This approach to learning
emphasizes the fact that
individuals perceive and process
information in very different
ways.
The learning styles theory
implies that how much
individuals learn has more to do
with whether the educational
experience is geared toward
their particular style of learning
than whether or not they are
“smart.”
In fact, educators should not
ask, “Is this student smart?” but
rather “How is this student
smart?”

12. Multiple Intelligences

13. Multiple Intelligences

14. Multiple Intelligences

15. Bilingual and Minority students
in Special Education
•Inappropriate assessment
•Neglect
•Fear of litigation
•Overrepresentation
•Underrepresentation of bilingual and
minority students

16. III. Worldview
• The five categories of worldview
• -1.Nature :
• People vs. nature.
• -People subjugate and control nature.
• -Live in harmony with nature.
• -Accept the power an control of nature over
people.
• -Control over nature at one end those who
believe that whatever will happen will happen
are at the other end .
• -Native Americans (distrustful of technology? or
those who will only live in the city).

17. 2.Time orientation
American school culture values
being on time
• US. Follow the plan – set goals – and
moving on
• Some cultures may think that
promptness is a goal – others
believe that plans should be flexible,
subject to change and personal
relationships are more important.
• A meeting at school that is only for a
certain time may send a message of
disrespect to a family.
• Multitasking or doing many things at
once
• Is the person concerned with the
past, present or future? Is life
viewed as finite or eternal? Latin
Americans consider that being late
is a sign of respect. African
Americans are polychronic.

18. – 3.Activity Orientation
• Behavior – Action
oriented
• Cognitions – detached
meditative
• Affect – expressive –
emotional
• This may cause conflict
because a teacher may
be in one domain
while the family is in
another. Development
and gender differences
may need to be
considered

19. 4.Human
Relationships
-Individualism vs.
collectivism
-Schools need to be
part of the culture
-Small high schools
versus large high
schools
-African Americans –
collective?

20. 5.Human nature
• Some believe that all humans
are good while others believe
that they are evil
• Children who are
traumatized may learn to
distrust the world
• A student who has not met
with academic success may
view the world as a bad
place

21. IV. Cultural Influence on Behavior

22. A. Collectivism vs. individualism
• 1. Mexican Americans do better in solving problems together.
• African Americans engage in collateral-mutual and emphasize
cooperation, kinship, rituals standards, and that operate from
closed social systems.
• Deficiency model use to study the culture but there is an
extended family of neighbors, friends, godparents, step
relatives, etc. May be difficult for multi-racial students.

23. B. Verbal and nonverbal communication
• 1. Parents translate for children – embarrassing for the
parent – pressure on the child.
• 2. Mexican Americans are animated when speaking
• 3. Some Latinos believe that it is ok to interrupt
• 4. Navajos – verbalization should not be hurried
• 5. Girls were more adept at speaking to adults

24. C. Respectful behavior
• 1. Native Americans – Children look down. Adults look
away. Eye contact can be a sign of hostility.
• 2. Native Americans do not confront. Their feelings may
be expressed in subtle ways.
• D. Child rearing and discipline practices
• 1. American children are trained to stand up for their
own rights
• 2. Chinese and Confucian – think of themselves as part of
the group
• 3. Young children may not be disciplined in Asian cultures
• 4. African American children learn how to be assertive at
a young age, take on significant responsibilities, high energy fast –
paced home environments

25. E. Acculturation and enculturation
1. African Americans become aware of
hostility towards their race at a young age
2. some cultures clash with the
culture of school
a. drop outs – intellectually,
emotionally, and physically
F. Relationships
1. Confucian culture – boys are
separate from girls
2. Mexican – students help each
other instead of listening to the teacher .
cooperative learning may be better

26. V. Recommendations for Schools and
Teachers

27. Recommendations for Schools and
Teachers
• “if teachers expect all individuals to behave the way or
interpret everyone’s behavior from a single culturally
determined point of view, they may fail to respond to
the unique needs of many of their ethnic minority
students” (Grossman, 1995)
• Educators must be familiar with the traditional values
and belief systems so that they appreciate the various
effects that they may have on children’s behaviors in
order to best respond to each student.
•

28. Dealing with feelings of
alienation
• – some groups report higher alienation and
isolation in their relationship with the
school.
• Take into consideration:
• - School culture
• - Parents perception of that culture
• -Understand parents previous experiences
within the school system
• Ex. parents of color may view school
regulations as arbitrarily determined and
applied according to the prevailing white,
middle class culture. They may identify luck
of “friendliness”
•
• There is evidence that African American
children are suspended much more than
whites
• More suspensions than other children
• Suggestion for teachers : Call before there
is a problem

29. Value extended family

30. B. Value extended family
• 1. non blood relatives often play a significant role (neighbors,
godparents, members of the church family, etc)
• 2.Teachers are encouraged the bonds of the extended family and
the adaptability of the family roles
C. Facilitate positive parent-school relationships
• Teacher need to learn how to balance comments about a child’s
inappropriate behavior with positive remarks that will communicate
to the parent that the teacher recognizes the good things about
them.
• 1. Call (not only when the child is in trouble)
2. Active and effective parent –community involvement
• 3. Encourage people of poverty to participate

31. Maintain high expectations for all students
• The authors outline some behaviors
frequently associated with different cultures
and misinterpreted by teachers:

32. African American culture:

33. African American culture:
• look away while listening
• Stand close when talking
• Reluctant to talk about family problems and personal
relationship
• Concerned with present more than with future goals
(ex Nevila)
• Express their emotions more intensely than other
students
• Believe that most individuals within the white culture
do not understand or want to understand their culture.

34. Hispanic/Latino culture

35. Behaviors associated with Hispanic/Latino
culture
• Touching people with whom they are speaking; (embrace, kissing in the
cheek, slapping on the back)
• Standing close to people with whom they are speaking
• Keeping personal or family information from strangers
• Interpreting prolonged eye contact as disrespectful
• Treating their elders with respect
• Helping other members and friends with child care (ex when ----Keneta)
• Expressing emotions strongly
• Expressing emotions strongly
• Consulting the parents on important issues
• Recommendations for teachers – establishing personal reports, working in
groups and having group discussions – this behavior is culturally based.
First students must understand the group goal then he or she can be asked
to perform something in totality and then proceed with smaller units in
lesson

36. Asian children

37. Asian children
• Teachers frequently describe the behavior of Asian children as respectful and obedient, as well as
highly motivated to learn. Because many Asian students may not be as assertive as other students
some teachers may perceive them as unmotivated or unresponsive
• Conflict: between values learned at school and those taught at home. – at home be quite, polite,
modest and humble – at school it is appropriate to participate to class discussion and ask the
teacher questions, express opinion.
• When talking to the parents, the teacher should explain to Asian parents:
• Parent involvement is a tradition in American education
• Child’s psychological or academic problems are not a source of shame
• Regarding Asian culture the book reminds us to understand:
• The Asian parents and students may regard eye-to-eye contact between strangers as shameful
• Asian culture consider emotional restraint, formality, and politeness as essential for appropriate
behavior
• Some Asians may view time as flexible and may not show up for meetings on time
• A reprimanded student may believe that he/she brings shame to the family.

38. VI. Integrating a Multicultural
Approach in the Classroom

39. VI. Integrating a Multicultural
Approach in the Classroom
•Appropriate Behavior is reflected through children’s positive self esteem as well as positive messages from teachers
and peers.
•Positive Messages must reinforce child’s culture, language, customs, family traditions, behaviors related to child’s
culture.
•Teacher’s role is to teach respect for diversity by also teaching commonality; we need to maintain high expectations
for ALL our students regardless of their race, culture, religion, etc.; treat diversity as an asset to the classroom; learn
effective practices and curriculum development on issues that include cultural and linguistic diversity in the classroom.
•Teacher’s need to be fair and objective- reflect on own attitudes and prejudices regarding other cultures, customs
and their beliefs.
•Unfortunately, research indicates that teachers and school administrators “have low expectations for language
minority students, low income students, and students of color” (Banks, 2004, p.17)
•Educational practitioners have gone through training requiring only one course in multicultural education
•Majority of teacher education students believe that low-income and minority learners are incapable of learning high
level concepts they are preparing to teach.
•Over 1/3 of student population are of color and bilingual; majority of the country’s teachers are European American
white females; many of which say that there is a lack of role models and teachers for students of diverse cultures.
•There is a developing concern for professional teaching standards in states with vastly increasing numbers of
language minority students; uneven progress.
•Half of these states are not offering professional credentialing to teachers of culturally diverse learners.
•Educators must evaluate effectiveness of classrooms, activities and curriculum for all learners.

40. Eight Characteristics of the Multicultural School
(Banks, 2004):
• Teachers and administrators have high expectations, positive attitudes, and
respond with positive/caring ways towards ALL students.
• Formalized curriculums reflect cultural and ethnic group’s experiences, cultures,
perspectives and genders.
• Teacher’s teaching styles match students’ learning, cultural, and motivational
styles.
• Teachers and Administrators show respect for first languages and dialects of the
students.
• School instructional materials contain events, situations, and concepts from
diverse perspectives of cultural, ethnic and racial groups.
• Assessment and testing procedures are culturally sensitive; children of color are
represented proportionately in classes for talented and gifted students.
• School culture and hidden curriculum reflect cultural and ethnic diversity.
• School counselors also have high expectations for students of diverse races,
cultures, and ethnic and language groups; help them set and realize positive career
goals.

41. • There are many ways in which teachers
and other school staff can help students
to recognize and celebrate differences
in cultures allowing for positivity and
high self-esteem.
• Many of these methods can be
incorporated into daily activities and
materials used and practiced in the
schools. By infusing multicultural
concepts in our curriculum and lesson
plans in all subjects, we are exposing
our students to diversity in cultures;
teaching them to respect themselves
and others; motivating and inspiring
students that everyone is unique and
special in their own ways.
A. Celebrate diversity

42. • Recommendations made in this chapter are:
• Creating an environment celebrating
diversity (wall collages of diverse young
children participating in a common activity)
• Play music and sing songs of diverse ethnic
groups as well as in different languages
• Provide activities such as self-portraits for
young children to explore their skin color;
have skin –colored crayons available
• Provide different learning materials such as
books and picture cards that depict diverse
images (sensitive to gender roles, diverse
racial and cultural backgrounds, students
with special needs, different family
compositions)
• Model your own value of a student’s culture
by talking positively about it
• Talk about unacceptable behavior such as
teasing and rejecting other students based on
culture or identity
• Provide activities and interactions between
students who are racially or culturally different
(Invite African American parents to talk about
and celebrate MLK Day)
• Invite role models, community workers that
represent diversity in the community (Doctors,
police officers, firefighters, mailman, etc.)
• Look for “teachable moments” while listening to
and answering questions about themselves and
others.
• Teach students to recognize stereotypes in the
movies, media, TV, books; discuss how these
stereotypes may make some people feel about
self and others
• Invite students to talk about special family
traditions, customs, foods, etc.
A. Celebrate diversity

43. VII. Exploring Your Cultural Identify and That of
Your School Community –

44. Internet resources
• .
• .
• .
• .
• .
• .
• .

45. VIII. Summary
• .
• .
• .
• .
• .