Separating Difference & Disability Research & Process by Dr. Catherine Collier Cross Cultural Developmental Education Services 1004 West 58th Lane Ferndale,

Separating Difference & Disability

Research & Process by Dr. Catherine Collier

Cross Cultural Developmental Education Services

1004 West 58th Lane Ferndale, WA 98248‐9470

[email protected] www.crosscultured.com

Presented to & Adopted by the Sioux Falls School District May 2008

Dr. Collier’s work as adopted by the SFSD Presented by Marcia Gaudet, in collaboration with Cheryl Bennett

http://www.crosscultured.com/

Difference or DisabilityWhy is this an issue?

Office of Civil Rights expects English Language Learners to be represented in Special Education in the same proportion other populations are represented.

Often times districts who have been unable to serve ELL students effectively have looked to Special Education for answers to learning issues, but now disproportionate ELL placement in Special Ed is being looked at.


When English language learners (ELLs) fail to meet expectations in the classroom some educators question whether there is a reading or learning disability.

It is sometimes assumed that poor academic performance or behavioral difficulties indicate a need for special education.

Difference or Disability?Dr. Catherine Collier’s answer

Crosscultural Developmental Education Services

CCDES is a small company headed up by Dr. Catherine Collier. Catherine has developed a team of dedicated professionals who are available to assist schools, teachers and parents to partner with each other to help OUR students. CCDES has been in business since 1987 and has worked with school districts around the United States and Canada

The Sioux Falls School District brought her to SF in 2008.

Catherine Collier, Ph.D.Dr. Collier has over 30 years experience in Cross-cultural bilingual, and

special education. She has been a classroom teacher, a resource room teacher, a diagnostician, and the director of a teacher-training program specializing in certification of bilingual paraprofessionals at all teaching levels.

Dr. Collier has worked with the BUENO Center for Multicultural Education, Research, and Evaluation where she created and directed the Bilingual Special Education Curriculum/Training project (BISECT). She has served as the director of Resource and Program Development for the American Indian Science and Engineering Society at the University of Colorado and is the author of several books and articles on cross-cultural and multilingual special education.

Dr. Collier has worked for government agencies, universities, and school districts. She now works extensively with school districts, departments of education, and community organizations to ensure a high quality of education for ELL, LEP, and CLD students.

Dr. Catherine Collier’s answeras used in the Sioux Falls School

District

Step 1 - A teacher is concerned about an ELL student with a learning issue.

Step 2 -The teacher may talk to the ELL teacher assigned to his/her building

or

The teacher brings the student to the Student Assistance Team where the ELL teacher and the Home School Liaison are present to assist with the

process.

Step 3 - The ELL teacher fills out an AQS form and does the calculations to determine if there is a statistical indication of a difference or disability.


DistrictStep 4 - The teacher and ELL teacher do a Sociocultural

checklist to determine which interventions to try with the student for 3 to 6 weeks.

Step 5 - After 3 to 6 weeks of interventions the ELL teacher prepares a Prioritization of Intervention report to present to the Student Assistance Team (SAT) in his/her building.

Step 6 - If the student has responded to the interventions, the interventions are continued.

OR

Step 7 - If the interventions did not resolve the learning issues and the AQS calculations determined a disability may be indicated, a Special Education referral for an evaluation is indicated. The AQS process provides a researched based, data based indicator of disability.

Disability Disability cannot be measured solely on

the ability to do certain tasks.

Disability depends also on the ease with which they perform activities that are of central importance to most people’s daily lives.

The disability must also be permanent or long‐lasting.

O’Conner, U.S. Supreme Court 2002

SAT vs. ELL Instructional Intervention Team

Dr. Catherine Collier suggests an ELL Instructional Intervention Team for ELL students presenting difficult learning issues prior to being brought to SAT. At this time we do not have an ELL Instructional

Intervention Team in place.

At this time, students in the SFSD with learning difficulties may be brought to the Student Assistance Team with an ELL teacher present and then the Collier AQS process will be implemented to determine if the student has a language or acculturation issue or a possible disability.

What is acculturation?Acculturation is a process of transformation.

The refugee’s journey is quite different from the immigrant's migration.

It takes a long time for immigrant and refugee children (and their families) to transition through the stages of adaptation.

-Kibler (2008)

IndividualUnique

Experiences,

Insights, reflections

ACCULTURATION

The adaptation to a new

Culture: language, etc.

ENCULTURATIONHow we learn to interpret the world-culture of caregivers:

language, beliefs, tastes, humor, behavior, etc.

THE BASICS OF BEING HUMANThings all are born with: Sensory abilities, linguistic wiring, genetic &

biological heritage, innate abilities, etc.

Ways we are less like people.

Ways we are more like people.

Acculturation - the process of adaptation and integration into a new cultural environment.

- Collier

OR – the chaos of moving…

Acculturation - the process of adaptation and integration into a new cultural

environment (Collier).

ELL students go through many phases of development as they are with us…

Looking at these phases and the reasons for them can help us to better understand & accommodate for the needs created by these factors.

Take a minute and share with the person next to you an experience you have personally had as a new person in a new culture: a new food you have tried, a lesson learned the hard way, a wrong assumption you made, etc.

Everyone goes through acculturation when they move – whether it is someone moving from the US to another country

or from another country to the US!

The Transition Experience

Settled

Engagement

CommitmentStatusIntimacy

Settled

Re-Engagement


Leavin

g

TransitionEntering

Unsett

ling

Chaos

ResettlingPreparationCelebrationDenial

StatuslesnessAnxiety

ObservationIntroductionVulnerability

Unpacking your mind

Lasts about 1 year

The better youleave the betteryou enter.

Stages of AcculturationPreliminary Phase

Spectator Phase

Increasing Participation Phase

Culture Shock Phase

Instrumental Adaptation Phase

Integrative Adaption Phase

Structural Adaption Phase

- Kibler (2008)

Firiberti Niyukuri graduates at Lincoln. He has gone from the 11th grade in Tanzania when he left for Sioux Falls as a refugee three years ago to an immersion center class at Roosevelt High to graduating. He plans to study nursing at University Center. (Emily Spartz / Argus Leader


Characterized by preparation and anticipation of migration

Sometimes referred to as the ‘Honeymoon Phase”

May include a time of euphoria, if the migration is considered a good move. A child may be fascinated with everything and excited to learn.

Typical behaviors cooperative, displaying a desire to please.

Kibler (2008)

Stages of AcculturationSpectator Phase

Characteristics – Occurs when the concept of “change” overcomes the concept of newness and the reality of the situation sinks in.

Sometimes referred to as the “Silent Period” in language acquisition concepts.

Typical behaviors – fearful, lonely

Kibler (2008)

Stages of AcculturationIncreasing Participation

Phase

Characteristics – Survival instincts are awakened and the clash of the two cultures becomes apparent in all its complexity. “One step forward, two steps back.”

Sometimes referred to as the “uprooting Stage”

Typical behaviors – mixture of varying emotions in combination with one another

Kibler (2008)

Stages of AcculturationCulture Shock Phase

Characteristics – emotional overload, or change in its most profound context. Children realize the loss of all familiar signs, symbols, and cues of the original culture, creating a mistrust and fear of the new situation that may not have existed previously.

A most difficult time, when patience and tolerance are very important and impact all future decision-making.

Typical behaviors – depressed, frustrated, insecure, withdrawn, hostile; criticizes everything; academic problems may begin.

Kibler (2008)

Stages of AcculturationInstrumental Adaptation Phase

Sometimes referred to as the “adaptation period” when based on a variety of factors students make three choices about their future adaptation as a way of dealing with the emotional, educational and social issues in their lives.

Typical behaviors – Flight, fight, Integration

Encapsulation – retreating into mainstream culture

Assimilation – believing that one must give up original culture in order to fit into mainstream culture

Acculturation – becoming a part of the mainstream culture while still holding onto customs and values of the original culture

Kibler (2008)

Stages of AcculturationIntegrative Adaptation Phase

Stages of AcculturationStructural Adaptation Phase

Cycle of Culture ShockCycle of Culture Shock

Adjustment/Recovery Basic needs met & routine

established Improvement in transition

language skills More positive experiences with

new culture. May experience stress in ‘home’

culture.

Mental Isolation Misses ‘home’ culture. Feels like outsider in new. May limit or avoid all contact

with new culture. Spends more or all of one’s time

with own cultural group.

Fascination Finds the new interesting and

exciting. Listens to the new sounds,

intonations, and rhythms of the new language.

Tries doing/saying things in the new culture/language that are interesting.

Tries out new activities, words and attitudes with a lot of enthusiasm.

Disenchantment Encounters Problems.

-At First: Basic Needs.

-Later: More Complex problems.

Misunderstandings Related to language, customs, mannerisms occur.

Common Side Effects of Acculturation Process

Heightened Anxiety

Confusion in Locus of Control

Withdrawal

Silence/unresponsiveness

Response Fatigue

Code-switching

Distractibility

Resistance to Change

Disorientation

Stress Related Behaviors

The ELL Teacher the classroom teacher or SAT teams calls on…

Needs to know the Collier AQS process to assess if the problem could be a language and sociocultural problem or a disability.

The school district is responsible to make sure the information for the AQS process is readily available to the ELL teachers responsible for filling our the AQS.

One AQS if filled out for every student when they first arrive in the district. A 2nd AQS is filled out if/when there is a question about a learning difficulty being a difference or disability.

Acculturation Quick Screen for Sioux Falls School District ELL NAME: _________________ID#_________________ SCHOOL: ____________________ DATE OF BIRTH: ____ SEX: GRADE: AGE AT AR RIVA L IN U.S.: _________ LANGUAGE(S) SPOKEN AT HOME: ___________________________________ Date of First AQS__________ Date of Current AQS_____________Person Completing____________________

CULTURAL/ENVIRONMENTAL FA CTORS Information Scores 1. Number of years in United States/Canada ELL Registration form

2. Number of years in School/District ELL Blue Card

3. Time in ESL/Bilingual Education ELL Blue Card plus current time

4. Home Language Proficiency Liaison/family & ELL Registration

5. English Language Proficiency WIDA W-APT or ACCESS Score

6. Bilingual Proficiency From observation

7. Ethnicity/Nation of Origin ELL Registration sheet

8. % in School Speaking Student’s Language/dialect Calculate, use approximates AQS Score Total:

1. NUMBER of YEARS IN US/Canada: Under one year = 1

Between one to two years = 2 Between two to four years = 3

Between four to five years = 4

Between five to six years = 5 Over six years = 6

2. NUMBER of YEARS IN School/District: Under 2 year = 1




3. TIME IN ESL/BILINGUAL PROGRAM Less than 360 hours of direct instruction = 1

Between 360 and 500 hours of direct inst. = 2 Between 500 and 800 hours of direct inst. = 3

Between 800 and 1080 hours of direct instruction = 4

Between 1090 and 1440 hours of direct instruction = 5 More than 1450 hours of direct instruction = 6

4. HOME LANGUAGE PROFICIENCY Does not speak language, pre-production = 1

Early production to low speech emergence = 2 Speech emergence to intermediate fluency = 3

Intermediate fluency with some academic fluency = 4 Advanced intermediate social & academic fluency = 5

Advanced social & academic fluency = 6 5. ENGLISH LANGUAGE PROFICIENCY

Does not speak language, pre-production = 1 Early production to low speech emergence = 2 Speech emergence to intermediate fluency = 3


Advanced social & academic fluency = 6 6. BILINGUAL PROFICIENCY

Essentially monolingual = 1 Primarily one, some social in other = 2

Limited academic either language, social both =3

Basic academic one, intermediate academic other = 4

Most academic in one, intermediate academic in other = 5 Bilingual in social and academic language = 6

7. ETHNICITY/NATIO NAL ORIGIN American Indian, Native American, AK. Native,

Indigenous Populations or First People = 1 Hispanic/Latino/Chicano or Caribbean = 2

AfroAmer. , African, East Asian, Pacific Islander = 3

West Asian or Middle Eastern = 4

Eastern European = 5 Western European = 6

8. PERCENT IN SCHOOL SPEAKING STUDENT’S LANGUAGE or DIALECT 81% - 100% of enrollment = 1 66% - 80% of enrollment = 2 50% - 65% of enrollment = 3

30% -49% of enrollment = 4 15% - 29% of enrollment = 5 0% - 16% of enrollment = 6

**The ELL teacher is responsible to fill out an AQS for each new student as they arrive in their school. The place to find the information needed is listed at the top under, “Information.” Time in ESL program under #3 does not have to be precise; it is an estimate – formula on back.

Information needed for the AQS

In Sioux Falls the information needed to fill out the AQS is found on the ELL Registration Form in the ELL Working Folder and on the ELL blue card in the CUM file.

The Information needed for the

Acculturation Quick Screen (AQS)

Student Name, date of birth, home language, start date in the school district

Line 1. Number of years in US Find this info on ELL Registration form

Line 2. Number of years in School District Find this info on ELL Blue Card - new student -1

3. Time in ESL/Bilingual Education Find this info on ELL Blue Card plus current

calculation. For a new student it is always 1



4. Home Language Proficiency Get this information from the School-Home

Liaison, the family and or ELL Registration

5. English Language Proficiency Use the W-AP score for new students attached

to the ELL Registration form or on the back of the Blue ELL Cum card. The scores 1 - 6 on the W-AP or ACCESS test should

correlate to the 6 language levels on the AQS



6. Bilingual Proficiency - Get this information from the School-Home Liaison, the family, ELL Registration, or from ELL teacher’s personal observation.

7. Ethnicity/National Origin Find this info on ELL Registration form.

Definition for Indigenous Population: cultural groups that have linguistic, cultural and social / organizational characteristics, that in doing so remain differentiated in some degree from the surrounding populations and dominant culture of the nation-state. -From Wikipedia

http://en.wikipedia.org/wiki/Culture

http://en.wikipedia.org/wiki/Society




8. Percent in School speaking student’s language or dialect. You may use the number based on the percent of

languages in the school district. For Spanish speakers - it is less than 2%For all others it is less than 1%

If you have access to numbers from your school you may calculate more specifically, but it is not necessary.

To calculate divide number of student’s language speakers by total number of students in school. Example: 359 Spanish speakers divided by 20,400 students equals .017 - which rounds up to 2%

In the Sioux Falls School District the first AQS is filled out for each student as they enter the

district.

If a concern is raised about a student, the first AQS if found in the ELL Working File.

The ELL teacher fills out a second AQS and calculates the difference in the scores to determine if there is an indicator of a difference or a disability.

The next step is the calculation process…

We will assume the student in our example calculation has been in his school district two years when concerns are brought up about him.

The 2nd AQS is based on the information on the ELL Blue Card and information from the classroom teacher, ELL teacher, and Home School Liaison.

Example of Calculating the Rate of Acculturation

2 X _3.5_ = 7 Years between AQS Minimum Gain Normal Gain Expected

23 - 17 = 6 Current AQS Baseline Score Point Gain Achieved

Achieved 6Expected 7

If the student is acculturating at a normal rate, Achieved divided by Expected should equal 1 (the numbers should be the same).

Calculating Rate of Acculturation

Look at this chart to find Minimum Gain

What does the score mean?

If the achieved score is less than the expected score, then something is depressing the rate of acculturation.This could be inadequate or inappropriate

instruction or the presence of an unidentified disability and needs further evaluation.

If the achieved score is greater than the expected score, then the student is making better than average progress in acculturating.

What is the next step?

Do a Sociocultural Checklist This will help determine the sociocultural factors in

need of intervention.

It is also helpful to have both the teacher who brought the concern do a Sociocultural checklist and the ELL teacher.

Sociocultural checklistSociocultural Checklist

5 areas to check for Intervetion:

•Acculturation Level

•Cognitive Learning Style

•Culture & Language

•Experimental Background

•Sociolinguist Development

The Sociocultural checklist

The teachers filling out the Sociocultural checklist check the areas based on their observations of the student. The checkmarks are added up in each category..

To calculate the percentage divide the number of checks by the total number in the category to get the percentage checked. Example: 3 checks divided by 6 total = 50%

How to Prioritize Interventions

Anything greater than 40% needs attention.

The higher the percentage the greater the problem.

Choose three interventions from the area of greatest need.

Intervention Framework

1. Assess and Diagnose

2. Teach/Reteach

5. Reassess

4. Apply

3. Practice

Separating Difference from Disability

Prioritization & Documentation Form Sociocultural Area

Order of Concern

Intervention Selected

Duration of Intervention

Outcomes of Intervention

Acc ultur ation

C ogni tive Lear ning

C ultu re & La nguage

E xperie ntial Bac kgr ound

Sociolin guistic Devel opm ent

Select InterventionsWith a partner, select interventions to help the

area of greatest need based on the Sociocultural Checklist.

The interventions need to be in place for three to six weeks.

After three to six weeks the ELL teacher and mainstream teacher return to SAT with results.

Instructional Intervention & Planning Review

After three to six weeks the ELL teacher reports to the SAT if progress has been made, the interventions

should continue in place. If progress has not been made and the AQS

indicates below expected acculturation on the AQS then it is appropriate to proceed to a formal referral.


The next step is for the ELL teacher to complete the Prioritization & Documentation Form

And write a brief summary of the results and attach it to the: 1. AQS 1 & 2 2. The Rate of Acculturation Calculation form 3. Aculturation Checklist 4. Prioritization & Documentation Form

The Collier ProcessForms for this process, a manual to explain the

process in great detail, as well as computer software are available from:

Dr. Catherine CollierCross Cultural Developmental Education Services 1004 West 58th Lane Ferndale, WA 98248‐9470

[email protected]

www.crosscultured.com







culture.














Heightened Anxiety


Withdrawal


Response Fatigue

Code-switching

Distractibility


Disorientation













































































district.





































2. Teach/Reteach

5. Reassess

4. Apply

3. Practice



Order of Concern




Acc ultur ation



















[email protected]



Separating Difference & Disability

Research & Process by Dr. Catherine Collier

Cross Cultural Developmental Education Services

1004 West 58th Lane Ferndale, WA 98248‐9470

[email protected] www.crosscultured.com

Presented to & Adopted by the Sioux Falls School District May 2008

Dr. Collier’s work as adopted by the SFSD Presented by Marcia Gaudet



Office of Civil Rights expects English Language Learners to be represented in Special Education in the same proportion other populations are represented.

Often times districts who have been unable to serve ELL students effectively have looked to Special Education for answers to learning issues, but now disproportionate ELL placement in Special Ed is being looked at.


When English language learners (ELLs) fail to meet expectations in the classroom some educators question whether there is a reading or learning disability.

It is sometimes assumed that poor academic performance or behavioral difficulties indicate a need for special education.

Difference or Disability?Dr. Catherine Collier’s answer

Crosscultural Developmental Education Services

CCDES is a small company headed up by Dr. Catherine Collier. Catherine has developed a team of dedicated professionals who are available to assist schools, teachers and parents to partner with each other to help OUR students. CCDES has been in business since 1987 and has worked with school districts around the United States and Canada

The Sioux Falls School District brought her to SF in 2008.

Catherine Collier, Ph.D.Dr. Collier has over 30 years experience in Cross-cultural bilingual, and

special education. She has been a classroom teacher, a resource room teacher, a diagnostician, and the director of a teacher-training program specializing in certification of bilingual paraprofessionals at all teaching levels.

Dr. Collier has worked with the BUENO Center for Multicultural Education, Research, and Evaluation where she created and directed the Bilingual Special Education Curriculum/Training project (BISECT). She has served as the director of Resource and Program Development for the American Indian Science and Engineering Society at the University of Colorado and is the author of several books and articles on cross-cultural and multilingual special education.

Dr. Collier has worked for government agencies, universities, and school districts. She now works extensively with school districts, departments of education, and community organizations to ensure a high quality of education for ELL, LEP, and CLD students.


District

Step 1 - A teacher is concerned about an ELL student with a learning issue.

Step 2 -The teacher may talk to the ELL teacher assigned to his/her building

or

The teacher brings the student to the Student Assistance Team where the ELL teacher and the Home School Liaison are present to assist with the

process.

Step 3 - The ELL teacher fills out an AQS form and does the calculations to determine if there is a statistical indication of a difference or disability.


DistrictStep 4 - The teacher and ELL teacher do a Sociocultural

checklist to determine which interventions to try with the student for 3 to 6 weeks.

Step 5 - After 3 to 6 weeks of interventions the ELL teacher prepares a Prioritization of Intervention report to present to the Student Assistance Team (SAT) in his/her building.

Step 6 - If the student has responded to the interventions, the interventions are continued.

OR

Step 7 - If the interventions did not resolve the learning issues and the AQS calculations determined a disability may be indicated, a Special Education referral for an evaluation is indicated. The AQS process provides a researched based, data based indicator of disability.

Disability Disability cannot be measured solely on

the ability to do certain tasks.

Disability depends also on the ease with which they perform activities that are of central importance to most people’s daily lives.

The disability must also be permanent or long‐lasting.

O’Conner, U.S. Supreme Court 2002

SAT vs. ELL Instructional Intervention Team

Dr. Catherine Collier suggests an ELL Instructional Intervention Team for ELL students presenting difficult learning issues prior to being brought to SAT. At this time we do not have an ELL Instructional

Intervention Team in place.

At this time, students in the SFSD with learning difficulties may be brought to the Student Assistance Team with an ELL teacher present and then the Collier AQS process will be implemented to determine if the student has a language or acculturation issue or a possible disability.

What is acculturation?Acculturation is a process of transformation.

The refugee’s journey is quite different from the immigrant's migration.

It takes a long time for immigrant and refugee children (and their families) to transition through the stages of adaptation.

-Kibler (2008)

IndividualUnique

Experiences,

Insights, reflections

ACCULTURATION

The adaptation to a new

Culture: language, etc.

ENCULTURATIONHow we learn to interpret the world-culture of caregivers:

language, beliefs, tastes, humor, behavior, etc.

THE BASICS OF BEING HUMANThings all are born with: Sensory abilities, linguistic wiring, genetic &

biological heritage, innate abilities, etc.

Ways we are less like people.

Ways we are more like people.

Acculturation - the process of adaptation and integration into a new cultural environment.

- Collier

OR – the chaos of moving…

Acculturation - the process of adaptation and integration into a new cultural

environment (Collier).

ELL students go through many phases of development as they are with us…

Looking at these phases and the reasons for them can help us to better understand & accommodate for the needs created by these factors.

Take a minute and share with the person next to you an experience you have personally had as a new person in a new culture: a new food you have tried, a lesson learned the hard way, a wrong assumption you made, etc.

Everyone goes through acculturation when they move – whether it is someone moving from the US to another country

or from another country to the US!

The Transition Experience

Settled

Engagement


Settled

Re-Engagement


Leavin

g

TransitionEntering

Unsett

ling

Chaos

ResettlingPreparationCelebrationDenial

StatuslesnessAnxiety

ObservationIntroductionVulnerability

Unpacking your mind

Lasts about 1 year

The better youleave the betteryou enter.


Spectator Phase

Increasing Participation Phase

Culture Shock Phase

Instrumental Adaptation Phase

Integrative Adaption Phase

Structural Adaption Phase

- Kibler (2008)

Firiberti Niyukuri graduates at Lincoln. He has gone from the 11th grade in Tanzania when he left for Sioux Falls as a refugee three years ago to an immersion center class at Roosevelt High to graduating. He plans to study nursing at University Center. (Emily Spartz / Argus Leader


Characterized by preparation and anticipation of migration

Sometimes referred to as the ‘Honeymoon Phase”

May include a time of euphoria, if the migration is considered a good move. A child may be fascinated with everything and excited to learn.

Typical behaviors cooperative, displaying a desire to please.

Stages of AcculturationSpectator Phase

Characteristics – Occurs when the concept of “change” overcomes the concept of newness and the reality of the situation sinks in.

Sometimes referred to as the “Silent Period” in language acquisition concepts.

Typical behaviors – fearful, lonely

Stages of AcculturationIncreasing Participation

Phase

Characteristics – Survival instincts are awakened and the clash of the two cultures becomes apparent in all its complexity. “One step forward, two steps back.”

Sometimes referred to as the “uprooting Stage”

Typical behaviors – mixture of varying emotions in combination with one another

Stages of AcculturationCulture Shock Phase

Characteristics – emotional overload, or change in its most profound context. Children realize the loss of all familiar signs, symbols, and cues of the original culture, creating a mistrust and fear of the new situation that may not have existed previously.

A most difficult time, when patience and tolerance are very important and impact all future decision-making.

Typical behaviors – depressed, frustrated, insecure, withdrawn, hostile; criticizes everything; academic problems may begin.






culture.














Heightened Anxiety


Withdrawal


Response Fatigue

Code-switching

Distractibility


Disorientation













































































district.





































2. Teach/Reteach

5. Reassess

4. Apply

3. Practice



Order of Concern




Acc ultur ation



















[email protected]








culture.














Heightened Anxiety


Withdrawal


Response Fatigue

Code-switching

Distractibility


Disorientation













































































district.





































2. Teach/Reteach

5. Reassess

4. Apply

3. Practice



Order of Concern




Acc ultur ation



















[email protected]



Documents

Separating Difference & Disability Research & Process by Dr. Catherine Collier Cross Cultural Developmental Education Services 1004 West 58th Lane Ferndale,