Cultural Considerations for teaching students with special needs. Katharine Robinson

Transcription

1 Cultural Considerations for teaching students with special needs Katharine Robinson

2 POP QUIZ! Don t worry, it s not graded

3 Working with parents. Family values, priorities, and unique characteristics should be considered in goalsetting. By encouraging parents to participate in the planning process, families have a better understanding of the need to set goals. Diverse families (cultural, linguistic, family makeup, etc.) can have varying goals for their children. It can be HARD!

4 Sebi s interruption in school was a result of his parents desire for him to make himself heard. Different learning styles are not always easily understood or accepted. We can t assume children will understand classroom expectations and should strive to accept alternate learning styles. This is especially true when the parents did not experienced the US school system because they may not be familiar with expectations. This is Sebi, a first generation American child. Sebi s teachers reported him to be disruptive, but researchers found a different child at home. Sebi s parents had encouraged him to actively participate in storytelling at home.

5 Some basics. Often families have a difficult time balancing their native culture and the dominant culture, and discord may occur when American practice conflicts with cultural traditions. Different cultures can interpret disability in a variety of ways: Positive/typical Negative/atypical Mixture of both

6 Sample findings - services. In a 2010 study among Asian, African America, White, and Latino families, the only parents who mentioned seeking outside services for their children were White parents. A 2001 study among Latino families in the US found that large familial networks resulted in less use of intervention services. It also found that language barriers resulted in less knowledge about how to access services of interest. Lack of involvement in services may cause others to perceive parents as accepting a low level of functioning by their children. Varying levels of involvement in intervention strategies should be acceptable ways of raising children with special needs.

7 Sample findings - goals. A 2010 study found that adulthood goals were a concern for all parents, but Latino and African American parents focused more on employment than on independent living. European-American parents were the most proactive in preparing their children for independent living. One Latino family said, We are Hispanic and I don t think he has to leave the house when he turns 18. He is going to stay at home with his family.

8 Be careful! Avoid making assumptions. A 2003 study looked at a child with special needs who had extreme difficulty achieving toilet training. The school believed the family did not value that goal. In reality, the child was living with many people in a small house without adequate access to a bathroom.

9 What can we do? Make every effort to get to know the specific situations of your kids and their families. Hold a cultural night and serve food! Get your parents in the school door and engaged. Find out what is important to your parents (Literacy? Post-school goals? Self-care? What?) Use interpreters (not a sibling or other student) and dual language handouts when needed.

10 Take home message. Teachers, parents, and students need to communicate and work together to achieve the same educational goals. Educators should strive to develop relationships with diverse families and seek to understand and respect the specific goals they have for their children.

11 References Centers for Disease Control and Prevention. (2009). MMWR Surveillance Summaries: Prevalence of Autism Spectrum Disorders --- Autism and Developmental Disabilities Monitoring Network, United States, Retrieved October 25, 2010, from Cheatham, G.A. & Santos, R. M. (2005). A-B-Cs of Bridging Home and School Expectations: For Children and Families of Diverse Backgrounds. Young Exceptional Children, 8(3), doi: / Retrieved from Dyches, T. T., Wilder, L. K., Sudweeks, R. R., Obiakor, F. E., & Algozzine, B. (2004). Multicultural Issues in Autism. Journal of Autism and Developmental Disorders, 34(2), Retrieved from Powers, K., Geenen, S., & Powers, L. E. (2009). Similarities and Differences in the Transition Expectations of Youth and Parents. Career Development for Exceptional Individuals, 32, doi: / Retrieved from Rogers-Adkinson, D. L., Ochoa, T. A., Delgado, B. (2003). Developing Cross-Cultural Competence: Serving Families of Children with Significant Developmental Needs. Focus on Autism and Other Developmental Disabilities, 18(1), 4-8. Retrieved from Santarelli, G., Koegel, R. L., Casas, J. M. & Koegel, L. K. (2001). Culturally Diverse Families Participating in Behavior Therapy Parent Education Programs for Children with Developmental Disabilities. Journal of Positive Behavior Interventions, 3(2), Retrieved from Zhang, D., Landmark, L., Grenweldge, C., & Montoya, L. (2010). Culturally Diverse Parents Perspectives on Self-Determination. Education and Training in Autism and Developmental Disabilities, 45(2), Retrieved from