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This is the handout for my short concurrent sessions at TNTESOL in Nashville in March.
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2/20/2012CrossCultural Developmental Education Services
© 2012 Dr. Catherine Collier
All Rights Reserved 1
Culturally Responsive Intervention
Dr. Catherine Collier
catherine@crosscultured.com
What’s Up, Doc?
� Write down and pass forward
� @AskDrCollier
� catherine@crosscultured.com
� www.crosscultured.com
� Facebook: CrossculturalDevelopmental Education Services
© 2012 Dr. Catherine Collier
All Rights Reserved
The Bottom Line
CLD/LEP must be able to
participate effectively (at or near
peer) in all programs and content
areas.
© 2012 Dr. Catherine Collier
All Rights Reserved
2/20/2012CrossCultural Developmental Education Services
© 2012 Dr. Catherine Collier
All Rights Reserved 2
© 2012 Dr. Catherine Collier
All Rights Reserved
Definitions
The concept of The concept of The concept of The concept of things that things that things that things that particular people particular people particular people particular people use as models of use as models of use as models of use as models of perceiving, perceiving, perceiving, perceiving, relating, and relating, and relating, and relating, and interpreting their interpreting their interpreting their interpreting their environment.environment.environment.environment.
The process by which The process by which The process by which The process by which individuals perceive, individuals perceive, individuals perceive, individuals perceive, relate to, and interpret relate to, and interpret relate to, and interpret relate to, and interpret their environment.their environment.their environment.their environment.
Difficulty in perceiving Difficulty in perceiving Difficulty in perceiving Difficulty in perceiving and manipulating and manipulating and manipulating and manipulating patterns in the patterns in the patterns in the patterns in the environment, whether environment, whether environment, whether environment, whether patterns of sounds, patterns of sounds, patterns of sounds, patterns of sounds, symbols, numbers, or symbols, numbers, or symbols, numbers, or symbols, numbers, or behaviors.behaviors.behaviors.behaviors.
Culture CognitionLearning Disability
© 2012 Dr. Catherine Collier
All Rights Reserved
� 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.
© 2012 Dr. Catherine Collier
All Rights Reserved
2/20/2012CrossCultural Developmental Education Services
© 2012 Dr. Catherine Collier
All Rights Reserved 3
Expectations
© 2012 Dr. Catherine Collier
All 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 Collier
All Rights Reserved
© 2012 Dr. Catherine Collier
All Rights Reserved
� 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
2/20/2012CrossCultural Developmental Education Services
© 2012 Dr. Catherine Collier
All Rights Reserved 4
© 2012 Dr. Catherine Collier
All Rights Reserved
5.80%2.50%
.6%
12.90%
4.40%.10%
LD EBD AS
NonELL ELL
Disproportionality WA
RTI is more than reading!
© 2012 Dr. Catherine Collier
All Rights Reserved
Is RTI the answer to
disproportionate representation of
ELL?
� Only if approaches
are culturally and
linguistically
responsive and
address both
system and student
issues.
2/20/2012CrossCultural Developmental Education Services
© 2012 Dr. Catherine Collier
All Rights Reserved 5
© 2012 Dr. Catherine Collier
All Rights Reserved
Common Side-Effects Of
the Acculturation Process
Heightened AnxietyConfusion in Locus of
ControlWithdrawalSilence/unresponsivenessResponse FatigueCode-switchingDistractibilityResistance to ChangeDisorientationStress Related Behaviors
© 2012 Dr. Catherine Collier
All Rights Reserved
The Intensity of Culture
Shock is Cyclical
Anticipation
PhaseSpectator
Phase
Increasing
Participation
Phase
Shock
Phase
Adaptation
Phase
Anticipation
Phase
Spectator
Phase
Increasing
Participation
Phase
Shock
Phase
Adaptation
Phase
Highly
Engaged
Level
Moderately
Engaged
Level
Normal
Intensity of
Emotions
Moderately
Depressed
Level
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
© 2012 Dr. Catherine Collier
All Rights Reserved
2/20/2012CrossCultural Developmental Education Services
© 2012 Dr. Catherine Collier
All Rights Reserved 6
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 Collier
All Rights Reserved
7 Steps for Separating Difference & Disability
Step 1 Building & Sustaining a Foundation for LearningStep 1 Building & Sustaining a Foundation for LearningStep 1 Building & Sustaining a Foundation for LearningStep 1 Building & Sustaining a Foundation for Learning
Step 2 Establishing & Supporting ResiliencyStep 2 Establishing & Supporting ResiliencyStep 2 Establishing & Supporting ResiliencyStep 2 Establishing & Supporting Resiliency
Step 3 Instructional Intervention & Differentiated Step 3 Instructional Intervention & Differentiated Step 3 Instructional Intervention & Differentiated Step 3 Instructional Intervention & Differentiated
InstructionInstructionInstructionInstruction
Step 4 Intensive Intervention with Progress MonitoringStep 4 Intensive Intervention with Progress MonitoringStep 4 Intensive Intervention with Progress MonitoringStep 4 Intensive Intervention with Progress Monitoring
Step 5 Resolution or ReferralStep 5 Resolution or ReferralStep 5 Resolution or ReferralStep 5 Resolution or Referral
Step 6 Integrated Services & CrossStep 6 Integrated Services & CrossStep 6 Integrated Services & CrossStep 6 Integrated Services & Cross----cultural IEPscultural IEPscultural IEPscultural IEPs
Step 7 Maintaining Staff & Programs Serving CLDEStep 7 Maintaining Staff & Programs Serving CLDEStep 7 Maintaining Staff & Programs Serving CLDEStep 7 Maintaining Staff & Programs Serving CLDE
© 2012 Dr. Catherine Collier
All Rights Reserved
Literacy Readiness Skills
Arithmetic Readiness Skills
TPR for NNE
Oral Proficiency L1
PRISIM: Pyramid of Resilience, Instruction,
Strategies, Intervention & MonitoringLearning created with building blocks for success
Analogies
Visualization
Self monitoring
TPR
Bilingual
Miscue analysis
Stepped proximics
3D pie charts
Tier 3
Tier 2
Tier 1
© 2012 Dr. Catherine Collier
All Rights Reserved
2/20/2012CrossCultural Developmental Education Services
© 2012 Dr. Catherine Collier
All Rights Reserved 7
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.
© 2012 Dr. Catherine Collier
All Rights Reserved
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.
© 2012 Dr. Catherine Collier
All Rights Reserved
© 2012 Dr. Catherine Collier
All Rights Reserved
Best Practice
Educators1. Remain informed
2. Use differentiation
3. Facilitate resiliency
4. Initiate communication
5. Monitor adaptation & response
6. Facilitate interaction!
Be Prepared for anything and keep a sense of humor!
2/20/2012CrossCultural Developmental Education Services
© 2012 Dr. Catherine Collier
All Rights Reserved 8
Contact Information
�Catherine Collier, Ph.D.
�@AskDrCollier (Twitter)
�catherine@crosscultured.com
�360-483-5658 fax
� www.crosscultured.com
� Facebook: CrossCultural
Developmental
Thank you! Come visit us at
www.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.
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