Chapter 14: Multicultural Education and Diversity

IssuesA Teacher’s Guide to Including Students with Disabilities in

General Physical Education-Martin E. Block

Presentation by: Justin DaberkoeKin 579

Part 1- http://www.youtube.com/watch?v=WPPiLqcQRrk

Part 2- http://www.youtube.com/watch?v=wqDNotzNDYs

Part 3- http://www.youtube.com/watch?v=17a4myUJuW0

YouTube Video (sorry for parts)

Define Multicultural Education and reasons why it is important

List ways to integrate multicultural education into your practices

Look inside popular groups of minorities in public schools

Describe how people with disabilities are treated in the American society.

Objectives:

According to Banks and Banks (2004):◦ Incorporates the idea that all students should

have an equal opportunity◦ As a reform movement that is trying to change

the schools so every student has an equal opportunity to learn

◦ Aims at working toward the removal of racism, sexism and discrimination towards students with disabilities, that may always exists

◦ Table 14.1 on page 282 (Racial/ethnic composition)

Multicultural Education

Lack of research in multicultural education in PE and APE

Effective integration of multicultural education:◦ Develop the knowledge and skills to be able to

promote social justice and equality for all people◦ Foster positive attitudes toward diverse groups

among students◦ Promote an environment in which students can be

successful Our values are determined by our culture

Multicultural Education in PE

1. Constantly develop your relationships and build trust

2. Expand your cultural knowledge and become culturally literate

3. Create new and transform current methodological approaches

4. Use activities that promote critical thinking/ give students a opportunity to express their views

5. Provide effective feedback and instruction6. Create positive relationships with your students’

parents and families

Strategies to build a multicultural PE program:

Include games that reflect the culture of your students

Learn the names of your students and how to pronounce them◦ Students’ culture name tags

Share accomplishments with colleagues Be in communication every time you are

facing a challenging situation

Constantly Develop Your Relationships and Build Trust

Learn your students cultural background◦ Student surveys

Learn your background and share with students

Learn some vocabulary of your non-english-speaking students

Allow students to do research on their culture and share some physical activities

Expand Your Cultural Knowledge/ Culturally Literate

Vary your instructional approach◦ Visual◦ Tactile

Do not assume a student from a different culture has particular athletic interests

Use music in lessons

Create New and Transform Current Methodological Approaches

Offer a variety of activities and variations within each activity

Have students verbalize what they are taught

Have students teach each other

Use Activities that Promote Critical Thinking/ Allow Students to Express their Views

Give concrete, specific feed back Be aware of body language

Provide Effective Feedback/Instruction

Create Positive Relationships with Students’ FamilyCommunicate with parents to acknowledge students successesGet to know siblings of your students with disabilities

Which strategy do you currently use when teaching culturally diverse students?

What good experiences have you had from this strategy?

What strategy do you hope to incorporate in your practice?

Jdaberkoe@gmail.com

Internal Summary

Largest minority group in America◦ 50 million

Not an official class of people until the Rehabilitation Act of 1973

If cultural diversity is ignored, students may not receive appropriate services

Culturally diverse groups with disabilities in public schools:◦ American Indians/Alaskans◦ African Americans◦ Asian and Pacific Islanders◦ Hispanics◦ White americans

Disability and Diversity

Represent 1.49% of students under IDEA

Expected to outpace Hispanics in the next 5 years

Annual Household Income: Less than $25,000

Found to be more rejected, depressed, and withdrawn

PE and APE teachers must educate themselves about unique cultural characteristics

American Indian/Alaskans

Projected to grow faster than the white population

42.9% of households earn under $25,000

High rate of single-parent households

Fewer college and high school degrees

African Americans

Stereotyped as smart, wealthy, and successful

Allows people to think they can succeed on their own

Biggest groups are from China and the Philippines

Major issues: language and non-traditional religion

Asian and Pacific Islanders

Has become the nation’s largest minority group

Ranging from Mexico, Puerto Rico, Cuba, Central and South America

Recognize vast cultural differences between different Latino groups

Very family centered

Hispanics

Gender◦ Segregated classes◦ Stereotypes

English as a Second Language◦ LEP◦ Frustration

Religion◦ Changing◦ Working with different sex

Noncultural Factors

Families tend to:◦ Be single parent◦ Insufficient funds to move family◦ Live in central area of city◦ Be undereducated

No regular access to internet or TV Less parental guidance with school work Suggested ideas (p. 295):

◦ Help parents understand how the child’s social and learning abilities develop

◦ Make sure students and families are aware of community-based services that are available

Disability Linked to Poverty

Attitudes toward minorities have changed

Media has impacted how some view disabilities Labels and stereotypes

◦ Focus on the students disability rather than their abilities◦ Table 14.9 on page 298

Important, as APE and General PE teachers, to understand a students abilities and functioning level◦ Create strategies that minimize the restrictive and

oppressive views of people with disabilities

Image of People with Disabilities in the media

Studies shown:◦ PE teachers have a more favorable attitudes

toward children with learning disabilities compared to children with MR

◦ PE teachers had a more favorable attitude toward children with mild to moderate disabilities than people with severe disabilities

Attitudes of Teachers

Two Factors◦ Teachers and coaches who have received training

in adapted PE or special education

◦ Teachers and coaches who had a positive experience working with children with disabilities

Contact Theory (Sherrill, 2004)-◦ When the interactions between teachers and

students are frequent, pleasant, and meaningful, this produces positive attitudes.

Positive Outlooks

Find creative ways to increase the number of African Americans and other ethnic graduate students in the APE setting.

Give undergraduate students from various cultural and ethnic backgrounds early exposure to APE◦ Building positive attitudes with positive

experiences

Increasing Diversity Proficiency in Adapted Physical Education Specialists

General and Adapted PE teachers must incorporate more diversity into their curriculum to aid in the learning of culturally diverse students

Through media and stereotypes, many have misled assumptions on who students who with cultural and ethnic diversity learn

Teacher attitudes can have a positive or negative effect in how a student learns in General or Adapted PE

Summary

Each student is an individual, embrace it

Summary

Banks, J.A., & Banks, C.A.M. (2004). Multicultural Education: Issues and Perspectives (5th ed.). York, PA: John Wiley & Sons, Inc.

Block, M. E. (2006). A teacher's guide to including students with disabilities in general physical education. (3rd ed.). Baltimore, MD: Paul H. Brooks Publishing Co.

Sherrill, C. (2004). Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan (6th ed.). New York: McGraw-Hill.

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