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Here are slides for my concurrent session at NABE in Dallas "Culturally and Linguistically Responsive Response to Intervention".
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Culturally & Linguistically Responsive Response to Intervention
Dr. Catherine Collier
The Bottom Line
CLD/LEP must be able to participate effectively (at or near peer) in all programs and content
areas.
© 2012 Dr. Catherine CollierAll Rights Reserved
© 2012 Dr. Catherine CollierAll Rights Reserved
Definitions
The concept of things that particular people use as models of perceiving, relating, and interpreting their environment.
The process by which individuals perceive, relate to, and interpret their environment.
Difficulty in perceiving and manipulating patterns in the environment, whether patterns of sounds, symbols, numbers, or behaviors.
Culture CognitionLearning Disability
But avoid stereotyping!
Sometimes it is easier to understand culturally diverse families in terms of group attributes. But individual families are constantly negotiating their identity and their culture within their peer groups and their community culture is not static.
© 2012 Dr. Catherine CollierAll Rights Reserved
Expectations
© 2012 Dr. Catherine CollierAll Rights Reserved
Disproportionality for EAL/ELL/SEL
Underrepresented in special education overall
Overrepresented in specific categories:– Speech/language
Impairments (SI)– Learning Disabilities
(LD)
© 2012 Dr. Catherine CollierAll Rights Reserved
© 2012 Dr. Catherine CollierAll Rights Reserved
LD EBD AS
5.80%2.50%
.6%
12.90%
4.40%.10%
NonELL ELL
Disproportionality WA
Disability - Legality
Disability cannot be measured solely on the ability to do certain tasks.
Disability depends also on the ease with which they perform activities that are of central importance to most people’s daily lives.
The disability must also be permanent or long-lasting.
O’Conner, U.S. Supreme Court (2002)
© 2012 Dr. Catherine CollierAll Rights Reserved
RTI is more than reading!
© 2012 Dr. Catherine CollierAll Rights Reserved
THE BASICS OF BEING HUMAN Sensory abilities, linguistic wiring, genetic and biologic
heritage, innate abilities, etc.
ENCULTURATIONPerceptions, social and behavior patterns,
language, values, etc. learned from caregivers.
ACCULTURATIONPerceptions, social & behavior patterns,
language, etc. learned from interaction with new group(s).
INDIVIDUALUnique experiences,
insights, personal reflections.
Ways we are less like other people.
Ways we are more like other
people.
© 2012 Dr. Catherine CollierAll Rights Reserved
© 2012 Dr. Catherine CollierAll Rights Reserved
Heightened Anxiety
Confusion in Locus of Control
Withdrawal
Silence/unresponsiveness
Response Fatigue
Code-switching
Distractibility
Resistance to Change
Disorientation
Stress Related Behaviors
© 2012 Dr. Catherine CollierAll Rights Reserved
The Intensity of CultureShock is Cyclical
AnticipationPhase
SpectatorPhase
IncreasingParticipationPhase
ShockPhase
AdaptationPhase
AnticipationPhase
SpectatorPhase
IncreasingParticipationPhase
ShockPhase
AdaptationPhase
Highly Engaged Level
ModeratelyEngagedLevel
Normal Intensity of Emotions
ModeratelyDepressedLevel
Greatly Depressed Level
Why do they do that?Error in English Possessive forms
No marker for possessive forms: “my friend’s house”– “house my friend”
Avoid use of ‘s to describe possession: “my sister’s children”– “the children of my sister”
Non English language
Khmer, Vietnamese– A noun’s owner comes
after the object Navajo, Apache
– Only specific things can be “possessed” or “owned”
Hmong, Spanish, Tagalog– Use of a prepositional
phrase to express possession reflects a more common structure
© 2012 Dr. Catherine CollierAll Rights Reserved
Five Things that Work in Intervention for EL
1. Adequate Professional Knowledge
2. Effective Instruction
3. Valid Assessments & Interventions
4. Collaboration Between District Departments
5. Clear Policies
© 2012 Dr. Catherine CollierAll Rights Reserved
7 Steps for Separating Difference & Disability
Step 1 Building & Sustaining a Foundation for LearningStep 2 Establishing & Supporting ResiliencyStep 3 Instructional Intervention & Differentiated InstructionStep 4 Intensive Intervention with Progress MonitoringStep 5 Resolution or ReferralStep 6 Integrated Services & Cross-cultural IEPsStep 7 Maintaining Staff & Programs Serving CLDE
© 2012 Dr. Catherine CollierAll Rights Reserved
Literacy Readiness Skills
Arithmetic Readiness Skills
TPR for NNE
Oral Proficiency L1
PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring
Learning created with building blocks for success
Analogies
Visualization
Self monitoring
TPR
Bilingual
Miscue analysis
Stepped proximics
3D pie charts
Evaluation Procedures
Each public agency must ensure that tests and other evaluation materials used to assess a child under Part B of IDEA:
are selected and administered so as not to be discriminatory on a racial or cultural basis; and
are provided and administered in the child’s native language or other mode of communication, unless it is clearly not feasible to do so.
© 2010 Dr. Catherine CollierAll Rights Reserved
Clarifications from the Discussion
Under Title VI of the Civil Rights Act of 1964: In order to properly evaluate a child who may be
limited English proficient, a public agency should assess the child’s proficiency in English as well as in his or her native language to distinguish language proficiency from disability needs; and
An accurate assessment of the child’s language proficiency should include objective assessment of reading, writing, speaking, and understanding.
© 2010 Dr. Catherine CollierAll Rights Reserved
© 2012 Dr. Catherine CollierAll Rights Reserved
Thank you! Come visit us atwww.crosscultured.com
Over 45 years experience. Research on impact of
acculturation on referral & placement of CLD students.
Research on effectiveness of specific cognitive learning strategies for diverse learners.
Classroom teacher, diagnostician, faculty, administrator.
Social justice advocate, author & teacher educator.