This is my slide show for the Learning Disabilities Association conference in Chicago. For more handouts, be sure to go to www.crosscultured.com.
- 1. Culturally Responsive Intervention Dr. Catherine Colliercatherine@crosscultured.com
2. Whats Up, Doc? Write down and pass forward @AskDrCollier email@example.com www.crosscultured.com 2012 Dr. Catherine CollierAll Rights Reserved 3. The Bottom LineCLD/LEP must be able to participate effectively (at or near peer) in all programs and contentareas. 2012 Dr. Catherine CollierAll Rights Reserved 4. DefinitionsCulture Learning Disability CognitionThe concept of Difficulty in perceiving The process by whichthings thatand manipulating individualsparticular peoplepatterns in theperceive, relate to, anduse as models of environment, whether interpret theirperceiving, relatinpatterns ofenvironment.g, and sounds, symbols, numbeinterpreting their rs, or behaviors.environment. 2012 Dr. Catherine CollierAll Rights Reserved 5. Culture & Child Rearing Vertical vs horizontal Instruct vs allow Indulgent vs strict Adult vs peers Inward vs outward Nuclear vs communal 2012 Dr. Catherine Collier All Rights Reserved 6. But avoid stereotyping! Sometimes it is easier tounderstand culturally diversefamilies in terms of groupattributes. But individualfamilies are constantlynegotiating their identity andtheir culture within their peergroups and their communityculture is not static. 2012 Dr. Catherine CollierAll Rights Reserved 7. Expectations 2012 Dr. Catherine CollierAll Rights Reserved 8. 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 9. ELL Representation Patterns Students in English ELLs who areimmersion programs parent denialsare referred at higher are the most likelyrates than those into be referred andbilingual programs.placed. 2012 Dr. Catherine CollierAll Rights Reserved 10. Disproportionality WA NonELL ELL12.90%5.80%.6%4.40% 2.50%.10%LD EBD AS 2012 Dr. Catherine CollierAll Rights Reserved 11. RTI is more than reading! 2012 Dr. Catherine Collier All Rights Reserved 12. Is RTI the answer todisproportionate representation ofELL? Only if approachesare culturally andlinguisticallyresponsive andaddress bothsystem and studentissues. 13. INDIVIDUAL Unique experiences,Ways we are lessinsights, personallike other people.reflections. ACCULTURATION Perceptions, social & behavior patterns,Communicative, ADD/ADHD with language, etc. learned from interaction new group(s).Ways we are ENCULTURATION more like otherPerceptions, social and behavior patterns,people. Behavioral, linguistic, cognitive, PDD .language, values, etc. learned from caregivers THE BASICS OF BEING HUMANSensory abilities, linguistic wiring, genetic and biologic heritage, innate abilities, etc.Organic, physical, motor, sensory, neurological 2012 Dr. Catherine CollierAll Rights Reserved 14. Common Side-Effects Ofthe Acculturation ProcessCulture ShockHeightened AnxietyConfusion in Locus of ControlWithdrawalSilence/unresponsivenessResponse FatigueCode-switchingDistractibilityResistance to ChangeDisorientationStress Related Behaviors 2012 Dr. Catherine Collier All Rights Reserved 15. The Intensity of CultureShock is CyclicalFamilies as well as students AnticipationSpectator IncreasingShock Adaptation Anticipation Spectator IncreasingShock Adaptation Phase Phase Participation Phase PhasePhasePhase Participation Phase Phase Phase PhaseHighlyEngagedLevelModeratelyEngagedLevelNormalIntensity ofEmotionsModeratelyDepressedLevelGreatlyDepressedLevel 2012 Dr. Catherine CollierAll Rights Reserved 16. Why do they do that?Error in EnglishNon English languagePossessive forms Khmer, Vietnamese No marker for possessive A nouns owner comesforms: my friends after the objecthouse Navajo, Apache house my friend Only specific things can bepossessed or owned Avoid use of s to Hmong, Spanish,describe possession: myTagalogsisters children Use of a prepositional the children of my sister phrase to expresspossession reflects a morecommon structure 2012 Dr. Catherine CollierAll Rights Reserved 17. Five Things that Work in Intervention for EL1. Adequate Professional Knowledge2. Effective Instruction3. Valid Assessments & Interventions4. Collaboration Between District Departments5. Clear Policies 2012 Dr. Catherine CollierAll Rights Reserved 18. 7 Steps for Separating Difference & DisabilityStep 1 Building & Sustaining a Foundation for LearningStep 2 Establishing & Supporting ResiliencyStep 3 Instructional Intervention & DifferentiatedInstructionStep 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 19. PRISIM: Pyramid of Resilience, Instruction, Strategies, Intervention & Monitoring Learning created with building blocks for success3D pie charts Stepped proximics Self monitoringLiteracy Readiness SkillsMiscue analysisVisualizationArithmetic Readiness SkillsAnalogies TPR TPR for NNEBilingual Oral Proficiency L1 2012 Dr. Catherine Collier All Rights Reserved 20. 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 childs native language or other mode of communication, unless it is clearly not feasible to do so. 2012 Dr. Catherine Collier All Rights Reserved 21. 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 childs 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 childs language proficiency should include objective assessment of reading, writing, speaking, and understanding. 2012 Dr. Catherine Collier All Rights Reserved 22. Best Practice Educators1. Remain informed2. Use differentiation3. Facilitate resiliencyBe Prepared for anything and keep a Initiate of humor!4. sensecommunication5. Monitor adaptation& response6. Facilitateinteraction! 2012 Dr. Catherine Collier All Rights Reserved 23. Contact Information Catherine Collier, Ph.D. @AskDrCollier (Twitter) 360-483-5658 fax www.crosscultured.com firstname.lastname@example.org 24. Thank you! Come visit us atwww.crosscultured.com Over 45 years experience. Research on impact ofacculturation on referral &placement of CLD students. Research on effectiveness ofspecific cognitive learningstrategies for diverse learners. Classroomteacher, diagnostician, faculty, administrator. Social justice advocate, author &teacher educator. 2012 Dr. Catherine CollierAll Rights Reserved