Chapter 3: Teaching All Learners

Chapter 3

Accepting Responsibility for the Learning of All Students

Based on: Special Education for Today’s Teachers: An Introduction, by Rosenberg, Westling, and McLeskey (second edition)

and adapted from PowerPoint created by the National Dissemination Center for Children with Disabilities.

Chapter 3 Questions

• What is “disproportionality” and why is it important?

• How can we explain discrepancies in educational outcomes for children?

• What is the demographic divide and why is it important?

• What do successful teachers believe and do to enhance the educational futures of all children?

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

Copyright © 2008 by Pearson Education, Inc.All Rights Reserved

What is Disproportionality?

% of students of a specific ethnicity or race

In special education

In school’s population

Overrepresentation



What is Disproportionality?

% of students of a specific ethnicity or race

In special education

In school’s population

Underrepresentation



African-American childrenand American Indians/ Alaskan natives are overrepresented in intellectual disability, learning disabilities, and emotional/ behavior disorder categories.

Statistics



StatisticsAfrican-American and Hispanic students with disabilities are more likely to be educated in separate special education classrooms or schools than European American students.



In schools with predominantly European American populations, disproportionately high numbers of minority students tend to be placed in special education.

Statistics



Why Does Disproportionality Occur? • Failure to educate children from diverse

backgrounds in general ed.• Lack of access to effective

instruction• Under-prepared teachers• Insufficient resources • Poverty• Demographic divide between

teachers and students• Misidentification



IDEA 2004• States must monitor levels of

disproportionality.

• If disproportionality occurs, districts must:• Review and revise (if appropriate) policies

and procedures used in identification and placement

• Use 15% of Part B funds for early intervening services

Perceived “Normal” Student Behavior

• Takes turns speaking• Deferential to adults• Sit and listen for extended periods of time• Looks teacher in the eye when reprimanded• Uses standard grammar and pronunciation

Teacher Perceptions of Difference

• Students not behaving as expected by European American, middle-class teachers are more likely to be referred to special ed.

• Cultural differences may cause educators to inaccurately judge students as poorly behaved or disrespectful.

• Teachers my misinterpret typical second language acquisition as disability or may fail to perceive a disability.



Culturally Relevant Teaching

• Know yourself and culture’s role in perception

• Learn about students’ backgrounds, experiences

• Learn not to judge• Include materials that reflect students’

culture • Relate instruction to interests, experiences,

families, and culture



Culturally Relevant Teaching

• Develop a vision of students who succeed• Have high expectations for achievement and

behavior• Focus instruction on strengths while

building capacity in weaker areas• Support students until they succeed• Create a sense of community• Equity = caring = meeting needs