The NCLB also reflects the values of equity and excellence. The goal is to ensure that all students, especially students with disabilites achieve academic success. The NCLB places greater accountability on schools to show annual progress.
However, special education teachers are becoming increasingly frustrated about requiring students with special needs to take the same state assessments as their general education peers. It is my opinion that these assessments should be modified to reflect and meet the needs of these students with disabilities. How could you ask a student with Emotional and Behavior Disorders to sit for the same period of time when we know that these students' are subject to severe bouts of depression and inappropriate behaviors? It is difficult task to get any student diagnosed with severe emotional and behavior disorders to sit for hours or to take tests over a five day period which include several questions. What about the child with ADHD?
If we are modify their instruction, length of assignment, and sometimes even length of their school day, why are we requiring them to take "un-modified" versions of the assessments? If they were capable of doing that then they would not be in need of special education and related services. These students must receive special instruction with the aim of gradually and eventually reintroducing them in the general education classroom. However, until they attain that competence, they should not be required to take the un-modified versions of state assessments.
Tuesday, June 5, 2007
The need for cultural competence training: A personal story
As a special education teacher I often have to participate in eligibility review meetings for my students. Such was the case a few weeks ago when I had to participate in an eligibility meeting for one of my students, "Juan". Also present at the meeting were the school psychologist, "Juan's" mother, and an interpreter since "Juan's" mother did not speak English.
The school psychologist explained all the various assessments and the results. One assessment entailed "Juan" drawing a picture himself in the rain. The psychologist noted that since "Juan" drew himself in the rain without an umbrella or any sought of protection from the rain that this meant that he had no coping and problem solving skills. While the interpreter was translating the results, "Juan's" mother started laughing. She replied that in her culture it is believed that allowing the rain to fall on your body would bring you good luck. Children actually enjoyed playing in the rain. She also said that if you let the rain fall on you on a certain month and day of the year that you would have good luck for the rest of the year.
There it was that the school psychologist had branded him as having no skills to solve problems or the cope with daily problems when the student's action was quite normal in his culture and native country. In his native country his family would have concluded that he had good problem solving skills for not seeking shelter because they believe that rain brings good luck.
The point of this story is that school system must ensure that tall members of their professional staff are culturally competent so that they can successfully meet the needs of all students.
The school psychologist explained all the various assessments and the results. One assessment entailed "Juan" drawing a picture himself in the rain. The psychologist noted that since "Juan" drew himself in the rain without an umbrella or any sought of protection from the rain that this meant that he had no coping and problem solving skills. While the interpreter was translating the results, "Juan's" mother started laughing. She replied that in her culture it is believed that allowing the rain to fall on your body would bring you good luck. Children actually enjoyed playing in the rain. She also said that if you let the rain fall on you on a certain month and day of the year that you would have good luck for the rest of the year.
There it was that the school psychologist had branded him as having no skills to solve problems or the cope with daily problems when the student's action was quite normal in his culture and native country. In his native country his family would have concluded that he had good problem solving skills for not seeking shelter because they believe that rain brings good luck.
The point of this story is that school system must ensure that tall members of their professional staff are culturally competent so that they can successfully meet the needs of all students.
The problem of monolithic culture in US schools
While the general student population and special education population in particular, are becoming increasingly culturally diverse, the teaching workforce remains largely dominated by Caucasian and females (Ming, et. al., 2006). Ethnic minorities make up approximately 10% of the teaching workforce (Ward & Ward, 2003). Diverse special education teachers account for only 14% of the special education teaching workforce (Whatley-Campbell, 2003). Both Ming and Whatley-Campbell expressed concerns over this “serious deficit” being created as US schools are increasingly being characterized by teachers that do not represent the various cultures of the students in schools.
The monolithic culture of schools is put forward as a reason why students from minority groups are experiencing limited academic success in US schools (Sorrels, Rieth, & Sindelar, 2004). Faced with limited academic success, many of these students are referred for special education services. Sorrels, Rieth, and Sindelar also note that general education teachers are mainly responsible for these referrals. However, general education teachers often lack the training or experience in special education and are not familiar with the cultural or linguistic norms of these students (Sorrels, Rieth, & Sindelar). The end result is a disproportionate number of minority students being placed in special education.
References
Ming, K., et. al. (2006). Fostering cultural competence through school-based routines. Multicultural Education, 14(1), 42-8.
Sorrells, A.M., Rieth, H. J. and Sindelar, P.T. (2004). Critical issues in special education. Access, diversity, and accountability. Boston, MA: Pearson Education Inc.
Ward, M.J. and Ward, C.J. (2003). Beyond cultural competence: Teaching about race; gender; class; and sexual orientation. Journal of Nursing Education, 40(6), 270-5.
The monolithic culture of schools is put forward as a reason why students from minority groups are experiencing limited academic success in US schools (Sorrels, Rieth, & Sindelar, 2004). Faced with limited academic success, many of these students are referred for special education services. Sorrels, Rieth, and Sindelar also note that general education teachers are mainly responsible for these referrals. However, general education teachers often lack the training or experience in special education and are not familiar with the cultural or linguistic norms of these students (Sorrels, Rieth, & Sindelar). The end result is a disproportionate number of minority students being placed in special education.
References
Ming, K., et. al. (2006). Fostering cultural competence through school-based routines. Multicultural Education, 14(1), 42-8.
Sorrells, A.M., Rieth, H. J. and Sindelar, P.T. (2004). Critical issues in special education. Access, diversity, and accountability. Boston, MA: Pearson Education Inc.
Ward, M.J. and Ward, C.J. (2003). Beyond cultural competence: Teaching about race; gender; class; and sexual orientation. Journal of Nursing Education, 40(6), 270-5.
Underrepresentation of minorities in gifted programs
While minorities are overrepresented in special education programs they tend to be underrepresented in gifted programs. The main reason for this is the belief system exists in US schools. Many believe that gifted students can only be produced from wealthy families; are the product of college educated parents; two parent families; white households; and must live in the suburbs (Grantham, 2002). Other researchers provide studies that show that a deficit orientation by school staff members deny minority students access to gifted programs (Ford, et. al., 2002). This deficit orientation leads educators to interpret cultural and linguistic differences as deficits, dysfunctions or disadvantages (Ford, et. al.).
Although the federal government recommends but does not mandate special education programs for gifted and talented students, states must ensure equal opportunity for all students once they decide to provide these programs. That is the spirit of the Fourteenth Amendment.
References
Ford, D.Y., et. al. (2002). Beyond deficit thinking: Providing access for gifted African American Children. 24(2), 52-8.
Grantham, T.C. (2002). Straight talk on the issue of underrepresentation: An interview with Dr. Mary M. Frazier. Roeper Review, 24(2), 50-1.
Although the federal government recommends but does not mandate special education programs for gifted and talented students, states must ensure equal opportunity for all students once they decide to provide these programs. That is the spirit of the Fourteenth Amendment.
References
Ford, D.Y., et. al. (2002). Beyond deficit thinking: Providing access for gifted African American Children. 24(2), 52-8.
Grantham, T.C. (2002). Straight talk on the issue of underrepresentation: An interview with Dr. Mary M. Frazier. Roeper Review, 24(2), 50-1.
Disproportionality in special education
Since 1975 there has been a steady increase in the number of student receiving special education services (Essex, 2005 and Whorton, et. al. 2000). Which I think is a good thing because this means that more students with disabilites are receiving a free, appropriate public education. However, 2004 the National Center for Culturally Responsive Educational Systems presented research that showed that disproportional representation of minority and culturally and linguistically different students have been a problem since the enactment of P.L. 94-142 in 1975 (NCCRESt). That is not a good thing because it means that these students are not receiving the most appropriate public education in the least restrictive environment.
The good news is that this problem got the attention of the federal government and in 1997 the IDEA mandated all states to monitor disproportionality by collecting data and taking steps to reduce disproportionality wherever it existed (Coutinho & Oswald, 2004). The IDEA of 2004 mandated that all states must ensure that systems and policies do not lead to over-identification of any ethnic group (Georgia Department of Education, 2005). States such as Georgia have implemented training programs aimed at eradicating this problem (Georgia Department of Education, 2005).
However, we must recognize that we must go further that acknowledgement of the problem and supperficial measures. States must set strict accountability measures and sanctions for school systems that continue to adopt polices that lead to over-identification of certain ethnic groups in special education.
References
Essex, n.L. (2005). School law and public schools. A practical guide for educational leaders. Boston, MA: Pearson Education Inc.
Coutinho, M.J. and Oswald, D.P. (2004). Disproportionate representation of culturally and linguistically diverse students in special education: Measuring the problem. NCCRESTt. Retieved June 4, 2007 from http://www.nccrest.org/Briefs/students_in_SPED_Brief.pdf
Whorton, J.E., et. al. (2000). A two decade review of the number of students with disabilities receiving federal monies and the types of educational placements used. Education, 121 (2), 287-98.
Georgia Department of Education (2005). Ethnic disproportionality in Georgia schools. Retrieved on June 4, 2007 from http://www.doe.k12.ga.us/ci_exceptional.aspx?PageReq=CIEXCModules
National Center for Culturally Responsive Educational Systems (2004). Addressing disproportionality: From planning to action. Retrieved June 4, 2007 from http://www.ncset.org/teleconferences/docs/2005_02_Kozleski.pdf
The good news is that this problem got the attention of the federal government and in 1997 the IDEA mandated all states to monitor disproportionality by collecting data and taking steps to reduce disproportionality wherever it existed (Coutinho & Oswald, 2004). The IDEA of 2004 mandated that all states must ensure that systems and policies do not lead to over-identification of any ethnic group (Georgia Department of Education, 2005). States such as Georgia have implemented training programs aimed at eradicating this problem (Georgia Department of Education, 2005).
However, we must recognize that we must go further that acknowledgement of the problem and supperficial measures. States must set strict accountability measures and sanctions for school systems that continue to adopt polices that lead to over-identification of certain ethnic groups in special education.
References
Essex, n.L. (2005). School law and public schools. A practical guide for educational leaders. Boston, MA: Pearson Education Inc.
Coutinho, M.J. and Oswald, D.P. (2004). Disproportionate representation of culturally and linguistically diverse students in special education: Measuring the problem. NCCRESTt. Retieved June 4, 2007 from http://www.nccrest.org/Briefs/students_in_SPED_Brief.pdf
Whorton, J.E., et. al. (2000). A two decade review of the number of students with disabilities receiving federal monies and the types of educational placements used. Education, 121 (2), 287-98.
Georgia Department of Education (2005). Ethnic disproportionality in Georgia schools. Retrieved on June 4, 2007 from http://www.doe.k12.ga.us/ci_exceptional.aspx?PageReq=CIEXCModules
National Center for Culturally Responsive Educational Systems (2004). Addressing disproportionality: From planning to action. Retrieved June 4, 2007 from http://www.ncset.org/teleconferences/docs/2005_02_Kozleski.pdf
In the spirit of Fourteenth Amendment
I think that we can all agree that disability is a natural part of life (Ysseldyyke, Algozzine & Thurlow, 2000). We all have some type disability. Fortunately for many these disabilites do not prevent us from achieving educational success. For others this is real problem: Their disabilities are so severe that they prevent them from being successful in and outside of school.
Fortunately for students with disabilities, the U.S. have always been guided by the values of equity and excellence (Tomlinson, 2003). These values are reflected in the Fourteenth Amendment which is based on the principles of fundamental fairness, equal opportunity, and due process of law for all US citizens. In 1975 Congress enacted P.L. 94-142 (IDEA) which mandates that all states provide children with disabilities, ages 3-21, the right to a free, appropriate education in public schools (Essex, 2005).
As special eeducation teachers we must continue to work in the spirit of the Fourteenth Amendment and ensure that all students have an equal opportunity to be successful in school.
References
Essex, n.L. (2005). School law and public schools. A practical guide for educational leaders. Boston, MA: Pearson Education Inc.
Tomlinson, C. (2003). Deciding to teach them all. Teaching Students, 61(2), 6-11.
Ysseldyke, J.E., Algozzine, B., and Thurlow, M.L. (2000). Critical issues in special education. Boston, MA: Houghton Mifflin Company.
Fortunately for students with disabilities, the U.S. have always been guided by the values of equity and excellence (Tomlinson, 2003). These values are reflected in the Fourteenth Amendment which is based on the principles of fundamental fairness, equal opportunity, and due process of law for all US citizens. In 1975 Congress enacted P.L. 94-142 (IDEA) which mandates that all states provide children with disabilities, ages 3-21, the right to a free, appropriate education in public schools (Essex, 2005).
As special eeducation teachers we must continue to work in the spirit of the Fourteenth Amendment and ensure that all students have an equal opportunity to be successful in school.
References
Essex, n.L. (2005). School law and public schools. A practical guide for educational leaders. Boston, MA: Pearson Education Inc.
Tomlinson, C. (2003). Deciding to teach them all. Teaching Students, 61(2), 6-11.
Ysseldyke, J.E., Algozzine, B., and Thurlow, M.L. (2000). Critical issues in special education. Boston, MA: Houghton Mifflin Company.
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