Culturally Responsive Intervention

Culturally Responsive Intervention

Dr. Catherine Collier

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© 2012 Dr. Catherine CollierAll Rights Reserved

The Bottom Line

CLD/LEP must be able to participate effectively (at or near peer) in all programs and content

areas.



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


Vertical vs horizontal Instruct vs allow Indulgent vs strict Adult vs peers Inward vs outward Nuclear vs communal

Culture & Child Rearing

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.


Expectations


Disproportionality for EAL/ELL/SEL

Underrepresented in special education overall

Overrepresented in specific categories:– Speech/language

Impairments (SI)– Learning Disabilities

(LD)



Students in English immersion programs are referred at higher rates than those in bilingual programs.

ELLs who are “parent denials” are the most likely to be referred and placed.

ELL Representation Patterns


LD EBD AS

5.80%2.50%

.6%

12.90%

4.40%.10%

NonELL ELL

Disproportionality WA

RTI is more than reading!


Is RTI the answer to disproportionate representation of ELL?

Only if approaches are culturally and linguistically responsive and address both system and student issues.

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.

Communicative, ADD/ADHD

Behavioral, linguistic, cognitive, PDD

Organic, physical, motor, sensory, neurological



Common Side-Effects Of the Acculturation Process

Heightened Anxiety

Confusion in Locus of Control

Withdrawal

Silence/unresponsiveness

Response Fatigue

Code-switching

Distractibility

Resistance to Change

Disorientation

Stress Related Behaviors

Culture Shock


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

Families as well as students

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


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


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


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


IDEA 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.


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.



Best Practice

Educators1. Remain informed2. Use differentiation3. Facilitate resiliency4. Initiate

communication5. Monitor adaptation

& response6. Facilitate

interaction!

Be Prepared for anything and keep a sense of humor!

Contact InformationCatherine Collier, Ph.D.@AskDrCollier (Twitter)360-483-5658 fax www.crosscultured.com

[email protected]


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.

Education

Culturally Responsive Intervention