Hammill Institute on Disabilities

Sensitivity Is the KeyAuthor(s): Chris MasonSource: Learning Disability Quarterly, Vol. 6, No. 4, Cultural Pluralism (Autumn, 1983), p. 536Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/1510544 .

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:LDQ- APPLICATION . . .

is divided into groups with three to five students in each, and the students are instructed to discuss (a) the setting for their pictures, (b) props they might need, (c) the selection of a site for shooting, (d) the actors for each picture, and (e) the writing of a script. The script may in- clude questions and answers. Finally, the students take the pictures - making sure that both girls and boys are included in the pictures.

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Preparing a program for lower grades - whether a slide show or a simple worksheet - carries added motivation since developing a teaching tool builds the older student's self- image while at the same time teaching him/her the skill to be presented.

- Gail Guth San Diego City Schools

SENSITIVITY IS THE KEY Differences in the way individuals respond to

the world often come between a teacher and students from other cultures. Teacher awareness of such differences can greatly increase understanding and learning.

For example, many students may not respond favorably to physical contact until such behavior has been explained to them and they have had sufficient time to become acclimated to the

teacher and the class. Similarly, affectionate physical contact (hugs, pats on the head, hand- holding, etc.) between teacher and student may not be customary in the student's culture and may, consequently, be interpreted as an inva- sion of privacy and personal space.

Some students may be reluctant to make eye contact with the teacher as a sign of attention or listening since members of certain cultures con- sider it disrespectful to make eye contact with their elders.

Furthermore, some students may be uncom- fortable if asked to answer questions in front of a group until they are familiar with the situation. In particular, limited-English speaking students may be reluctant to volunteer answers for fear of making language errors.

Often the assistance of native language tutors is helpful for establishing academic and social concepts in the students' first language. Gradual- ly, students overcome social and cultural barriers such as those mentioned above. Transference to second-language learning will gradually parallel first-language development. Direct translation of material should be avoided in these situations as they can be confusing.

- Chris Mason Boulder Valley Schools

536 Learning Disability Quarterly

S-T-R-E-T-C-H-I-N-G THE EXPERIENCE

The language experience approach to reading, using students' natural language and personal experiences and ideas, turns reading into something real. The following suggestions are intended to be used to extend students' in- dividual stories: 1. The teacher scrambles the words of a

sentence and asks students to put them back in order.

2. The teacher scrambles the sentences of a story and has students rearrange.

3. Students find the sentence which answers specific questions about a story.

4. Students identify the main character and/or main idea.

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