Relating the Learning Styles and Social Behaviors of Special Needs to a Cultural Framework

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Objectiveso Educators increase self-awareness of their culture and the role it

plays in their beliefs, attitudes, and expectations.o Teachers share ideas and develop a repertoire of research-based

learning strategies that are known to be successful in working with children from a variety of cultures including children with disabilities.

o Recognize the differences in the behavior and learning styles of special needs students as cultural traits

o Learn what the cultural similarities and differences between traditional learning styles and more functional based styles

o Assist regular education teachers in strategies to effectively include cultural learning style differences within their classrooms

o Identifying differences as cultural will regular education teachers a instructional framework that is familiar

o The importance of using parents as resources to ensure that programs are culturally sensitive and meet the needs of students and families

Relating learning styles to CultureTraditionally, we've viewed the term diversity in

terms of gender and race, but more and more, we're realizing that it involves much, much more. We're talking about not just the notions of race, we're talking about language and linguistics, we're talking about learning disability, different kinds of unique learning style, we're also talking about different kinds of families and what that means in the classroom.” Brenda Rodriguez

Brenda Rodriguez, interim director for the Chicago Public Schools project of the Center for School and Community Development at North Central Regional Educational Laboratory, discusses the challenges educators face in thinking about diversity in the classroom. Excerpted from a videotaped interview with Brenda Rodriguez (North Central Regional Educational Laboratory, 1998).

Inclusion….…. the educational practice of integrating students with disabilities and other special needs

into the regular school curriculum. Question: Does the inclusion process expect students to conform to the regular education

culture?Question: Would it be beneficial to identify the differences in learning styles of the traditional

and functional learners?Strong supporters of inclusion advocate for all special-needs children in regular classrooms at

their home schools and eliminating all special education classes (Fuchs & Fuchs, 1994). Question: Would the elimination of all special-needs classrooms limit the opportunity these

learners have to develop social relationships with those who share their cultural values?

Inclusion has three goals: 1. Development of the social skills of children with disabilities2. Improve the tolerance and acceptance of nondisabled students toward children with

disabilities3. Development of positive relationships and friendships between disabled and nondisabled

children (Snell, 1991).Question: Do students tend to have social relationships more with those they share cultural

values with?Question: Is it important in the acceptance process to explain cultural differences to

students?Question: How can positive relationships be developed between disabled and nondisabled

children?

The Rationale behind Relating the Differences in

Traditional and Functional Learners to Culture Culture is a familiar framework to use in

understanding the differences in othersCultural diversity encourages acceptance of

differences with less expectation for conformityRecognizing & identifying an issue allows for open

discussion regarding the issueCultural framework may assist regular education

providers in advancing the inclusion process and the learning styles of functional learners

Using cultural references to learning styles may increase the comfort level and dialogue regarding issues surrounding inclusion

AdministratorsRegular EducatorsSpecial Area Educators/Gym/Art/ Library/ComputersLunch monitors

School PersonnelThe cultural differences in learning and behavioral styles impact interactions in all areas of

education

AdministratorsProvide learners with faculty and staff that include the cultural diversity of the student body

Diversity shows students a commitment to include all people, regardless of cultural, ethnic, and racial backgrounds

• Need to convey a genuine commitment and respect for cultural diversity.• Need to be highly influential in the

overall success of creating a culturally respectful school environment.• Need to increase awareness and

educate staff about being culturally accepting.• Need to reach out to parents and

community members for support in this endeavor.

Challenges to AdministratorsCoballes-Vegas (1992) emphasized that literature strongly supports the importance of providing teachers

information about values, practices, and learning styles of particular cultural groups.

Self-Awareness of CultureBrenda Rodriguez (1998)

Rodriguez emphasizes the importance of educators having cultural self-awareness.

Acknowledge and value one’s own culture Increase awareness of our own learning styles, strengths,

weaknesses, biases, goals, and emotionsEvaluate our own culture in relation to others during cross-

cultural interactionsLearn to become more comfortable with conflict related to

cultureLearn to appreciate thought processes from other cultures

and how meanings may be interpreted differently among different cultures

Self- Awareness Exploration ExerciseBowers & Flinders (1990) reported teachers need to become more aware of how their own cultural biases

influence their response to student performance and impact student learning ability

1. Do you expect all your students to learn in a manner you are comfortable with?

2. Do you expect all your students to be able to sit and engage primarily in tabletop learning experiences?

3. Do you try to assess learning styles of students especially those having difficulty conforming to your present teaching style?

4. Do you encourage your students to explore and understand their individual learning styles?

5. Do you have a childhood memory of being in a class where the teaching style was in contrast with your learning style?

Special Education Teachers

Should be viewed as a cultural and instructional resource.

Can provide information on the IEP document that defines learning style

Can provide alternative strategies and methods to meet the needs of students placed in general education classrooms.

Examples:o Picture Exchange Systemso Incorporating tasks that are cultural important (ie. being a

helper)o Labeling the classroom

Challenges to Regular Education Teachers

Traditional learning styles are focused on in college

Teachers need to be accepting of less traditional cultural learning traits/styles

Large class sizes creates teacher challengesTeachers must distinguish between cultural

learning styles and unacceptable behaviorsGeneral Education teachers need time to

collaborate with Special Education teachers to learn and develop strategies that reflect cultural learning differences

Special Area Educators

• Special Areas like gym contain more similarities in learning between the two learning cultures

• Gross motor activities that provide movement and social interactions in a structured manner are important to both cultures

• Minor instructional changes can create success and positive interactions for both cultures

• Collaborating with special education teachers, therapists and parents is necessary

Bullying When students are not educated to the

differences between traditional and functional learners there is increased risk of traditional learners viewing the functional learners as “not smart” or “ bad” especially if teachers also expect the functional learners to conform to the traditional learning model.

Teachers that do not understand why functional learners “shut down” may interpret the response as defiant and their feelings will be passed on to the traditional learners.

The Effect of Teaching that Reflects Cultural Understanding

Wessler, S. L. (2003). The Respectful School. Alexandria, VA: ASCD. P.60-1 Interrupting the pattern of escalation -consistency in interruption of negative

responsesThe effect on bystanders -power of positive interventions on

surrounding peersGiving children hope -Impact on student self-esteemRole modeling civility for all students -Students will often copy teacher example

Article Reviews

Wishart, J. (2001). Motivation and learning styles in young children with Down syndrome. The Down Syndrome Educational Trust. Retrieved from: http://www.dwon-syndrome.net/library/periodicals/dsrp

Fidler, D. J., Most, D. E., and Philofsky, A. D. (2008). The Down syndrome behavioural phenotype: Taking a developmental approach. Down Syndrome Research & Practice. Retrieved form: http://www.down-syndrome.org/

Learning Styles and Motivation

Wishart, J. (2001). Motivation and learning styles in young children with Down syndrome. The Down Syndrome Educational Trust.

http://www.dwon-syndrome.net/library/periodicals/dsrp Motivation to learn can be undermined by less

favorable experiences in learning and needs to be monitored and managed

Language and communication difficulties impact motivation and difficulty in learning

Extended periods in less motivating learning experiences can be discouraging and adversely impact self-generated learning as well as children’s perceptions of themselves as learners

There is evidence showing students changing from being active problem solvers to reluctant learners and motivation is believed to be a factor in the change

Learning Styles and Motivation

Wishart, J. (2001). Motivation and learning styles in young children with Down

syndrome. The Down Syndrome Educational Trust.

http://www.dwon-syndrome.net/library/periodicals/dsrp Many teachers have limited experience with

children with Down syndrome and others with similar learning styles.

13% of teachers surveyed looked forward to teaching in inclusive settings.

96% of teachers surveyed felt their training had not prepared them sufficiently to meet the educational needs of this group of learners.

Most teachers surveyed believe inclusion to be positive but more so in the area of socio-emotional development rather than educational achievement.

Learning Styles Wishart, J. (2001). Motivation and learning styles in young children with Down

syndrome. The Down Syndrome Educational Trust.

http://www.dwon-syndrome.net/library/periodicals/dsrp Tend to avoid tasks where they might make

errors rather than attempt solving a problem viewed as potentially difficult— “Shut down” behavior

A reluctance to take the initiative in learning contexts

An over dependence on/misuse of social skills in cognitive contexts--- “Use of social ploys/task distractions”—task avoidance

Behavioral Phenotypes

Fidler, D. J., Most, D. E., and Philofsky, A. D. (2008). The Down syndrome behavioural phenotype: Taking a developmental approach. Down Syndrome Research & Practice.

Retrieved form: http://www.down-syndrome.org/research

Research shows children with various genetic disorders are predisposed to specific profiles of strengths and weaknesses across many domains of performance.

Behavioral differences are noted in areas of cognitive, social, linguistic, motor, and psychopathology.

Instructional Methods that reflects the Culture of the functional learner

1. Transition and change are often difficult and anxiety provoking

STRATEGIES:• Having a familiar activity at the beginning and

end of each class helps ease transition • Providing student/special ed. teacher with a plan

prior to the class will allow opportunity for student acceptance and practice of activity increasing compliance and success

• Repeating gym activities for at least 3-4 classes will reduce change and allow students time to perform activities successfully

Differences & Strategies2. Difficulty generalizing skills to real life

application STRATEGIESLearning through real life and functional activities ie. Using recipes to understand measurementIncorporating self-help skills into classroom ie. Clean-up routines, classroom chores

Differences & Strategies 3. Values helping others STRATEGIESIncorporating ways student can help others

will increase self-esteem and ability to return to

more challenging tasksUsing student as a teacher’s helper to pass out

and collect supplies. These activities incorporate functional learning such as social interactions between peers, one to one correspondence, critical thinking and planning.

Specials: Art, Gym and MusicSpecial areas can be places that allow all students to relax and reorganize Special area teachers see all students and often receive less information on less traditional learning stylesSpecial areas offer opportunity for special needs students to perform on the same level or above the level as the traditional learnersSpecial areas offer opportunity for social practice exchange between students

Case Study examples• A. B. is a 6 y.o. student with Down syndrome who has been placing his head down on the table as soon as

he enters the art room. A. B. likes to be helpful and being around peers in class although he does not yet know all the students names because he spends half the day in small group.

• C. D. is a 7 y.o. student who likes the movement part of gym class but tends to ‘shut down’ during the beginning of gym when directions are given. She will participate when she is familiar with the activity and experiences success.

• E. F. is a 8 y.o. student who tends to have difficulty transitioning from the classroom to scheduled specials, etc.

The Transdisciplinary Approach

Bruder (1994) this approach relies on team members sharing roles and crossing discipline boundaries. The primary purpose of this approach is to collaborate and integrate the expertise of team members providing a more efficient provision of service. Open and regular communication in a give and take manner between all members (including parents) on a regular, planned basis is essential. All disciplines teach, learn, and work together to accomplish a common set of goals for a child and her family. Assessment, intervention, and evaluation are carried out jointly by designated members of the team. This team approach usually decreases the number of professionals who need to interact with the child on a daily basis because all staff are aware of the goals that need to be addressed.

There are so many wonderful traits to Culture that come through when we provide the opportunityJohnny the bagger http://www.youtube.com/watch?

v=qOZPlt3Ha0Y

Brainstorming ideas Sharing classroom issuesSelf-awareness issuesReflection Professional development needsTeam collaboration ideas/issuesParent involvementAdministrative support

BibliographyBruder, M.B. (1994). Working with members of other disciplines: Collaboration for

success. In M. Wolery & J.S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp. 45-70). Washington, DC: National Association for the Education of Young Children.

Coballes-Vega, C. (1992, January). Considerations in teaching culturally diverse children. ERIC Digest [Online]. Available: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED341648

Fidler, D. J., Most, D. E., and Philofsky, A. D. (2008). The Down syndrome behavioural phenotype: Taking a developmental approach. Down Syndrome Research & Practice. Retrieved on February 10, 2011 form: http://www.down-syndrome.org/research

Fuchs, D., & Fuchs, L. (1994). Inclusive schools movement and the radicalization of special education reform. Exeptional Children, 60(4) 294-309.

Rodriguez, B.M. (with Garcia, J.B.) (1998). Extending the dialogue on diversity issues in family support. Chicago, IL: Family Resource Coalition of America

Snell, M.E. (1991). Schools are for all kids: The importance of integration for students with severe disabilities and their peers. In J.W. Lloyd, A.C. Repp, & N.N. Sing (Eds.), The regular education initiative: Alternative perspectives on concepts, issues, and models (pp. 143-148). Sycamore, IL: Sycamore Publishing Co. Wessler, S. L. (2003). The Respectful School. Alexandria, VA: ASCD. P.60-1

Wishart, J. (2001). Motivation and learning styles in young children with Down syndrome. The Down Syndrome Educational Trust. Retrieved on February 10, 2011 from: http://www.dwon-syndrome.net/library/periodicals/dsrp