Powerful Practices for High-Performing Special Educators

Roberta Kaufman, Robert Wandberg, Roberta C. Kaufman, Robert W. Wandberg

• Publisher: Corwin
• Year: 2010
• Print ISBN: 9781412968072
• eBook ISBN: 9781452271477
• Edition: 1
• Topic: Education
• Subtopic: Inclusive Education

"This book has ideas, tools, and starting points for all the situations you could encounter on your first day of teaching or on your thousandth! It is practical and up-to-date on what it is like to be a special educator in schools today."
—Alison Martins, Special Education Teacher
Seven Hills Charter Public School, Worcester, MA

"This book is a new teacher?s first stop for everything from ?How should I set up my room the first week of school?? to ?What types of assessments should I be using??"
—Nancy Yost, Associate Professor of Special Education
Indiana University of Pennsylvania

A valuable toolbox for every situation in the special education classroom!

Special education teachers face unique challenges, especially when they are just beginning. This essential resource offers special educators a blueprint for dealing with the most common challenges they face both in the classroom and in the larger school environment.

These research-based strategies help teachers meet the academic needs of diverse students with disabilities (including those who are also English language learners) in areas such as setting up a classroom, managing student behavior, designing effective instruction, incorporating technology, embracing diversity, and more. Each chapter features:

• An overview and objectives
• A brief research review
• Step-by-step strategies that can be used immediately
• Examples and scenarios from real teaching experiences
• Self-assessments and reflections

This all-in-one reference book offers the tools, strategies, and support special educators need for success in their first year and every year thereafter!

1	Working With Diverse Students
one—uno—ib

OBJECTIVES

1. Discuss the changing student diversity and demographics.
2. Describe the impact of diverse populations in special education programming.
3. Incorporate effective strategies associated with achievement of diverse students with disabilities.
4. Use the What Works Clearinghouse to identify and provide examples of effective instructional programs.
5. Compare and contrast the cultural context of disabilities associated with diverse populations.
6. Dispel myths associated with teaching diverse students with disabilities.
7. Analyze personal skills and competencies to increase effectiveness in working with diverse students with disabilities.

Special education teachers have responsibility for an increasingly diverse student population. Over- and underrepresentation of certain populations on Individual Education Programs (IEPs) are concerns in many schools. Special education referrals and census data of diverse students including English language learners (ELLs) present a complex and often confusing picture. Cultural background and belief systems impact the view some families have about disabilities.

Chapter 1 provides an overview of the changing demographics and cultural influences students bring to the classroom. In addition, the chapter identifies professional and instructional practices known to be effective with diverse students before and during referral, as well as after diagnosis of a disability.

WISDOM OF PRACTICE: THE TECHNICOLOR WORLD OF TRUMAN ARMSTRONG

Of the 16 names on Truman Armstrong’s special education caseload, he could barely pronounce 11. Truman read through the list, stopping as he tried to pronounce some of the names, “Anderson, Assad, Carlson, Harris, Juarez, LaPointe, Martinez, Nelson, Nguyen, Thao, Vallejo, Vasquez, Wilson, Xiong, Yusuf, Zupinski.” He certainly had not expected such diversity when he returned to his rural hometown to begin his first year of teaching. Thinking back on some of the courses he had taken, Truman remembered that language and opportunity to learn could be misperceived by educators. He wondered if the students really belonged in special education. Truman looked for the students’ files. Some of the files were incomplete and others were vague. Thoughts were racing in his mind. “What are the backgrounds of the students? Do they speak English? I don’t speak ANY foreign language … well, German, maybe, when my grandmother is around! Is there an ELL teacher?” Truman started to make a list of questions and people to talk to.

Like Truman Armstrong, special education teachers face rapidly changing student demographics. Special educators are able to increase their effectiveness and confidence when they use strategies known to be instructionally powerful with diverse students who have special education needs. Student achievement can be enhanced when cultural and linguistic backgrounds are addressed.

IN BRIEF: WHAT DOES THE RESEARCH SAY?

Diversity includes gender, race, culture, language, religion, age, socioeconomic status, geographic location, sexual orientation, and ability or disability. Cultural and linguistic variables can be particularly challenging in special education referrals, assessment, and instruction.

Changing Student Diversity

Student demographics reflect the changes in society as a whole. Demographics vary dramatically by geographic location, but the average classroom of 30 students would typically have 15 Caucasian, 8 African American, 5 Latino/a, 1 Asian/Pacific Islander, 1 Native American, and 1 “other” student. Of those 30 students in the class, 4 would be identified with disabilities, 2 with specific learning disabilities, 1 with cognitive disabilities, and 1 with emotional behavior disorders. Six of the 30 students would be non-English speakers.

Language

Approximately 20 percent of students aged 5–17 speak a home language other than English, and nearly four million students in the United States are ELLs (United States Department of Education, 2006). The following are the most common language groups:

Language	Approximate Percentage
1. Spanish	77.0
2. Vietnamese	2.4
3. Hmong	1.8
4. Korean	1.2
5. Arabic	1.2
6. Haitian Creole	1.1
7. Cantonese	1.0
8. Tagalog	.9
9. Russian	.9
10. Navajo	.9
11. All others	11.8

Race

The National Center for Educational Statistics (NCES) in The Condition of Education (2008) identified 43 percent of the student population in the United States as being non-Caucasian, over 10 million nationwide. The increase of culturally and linguistically diverse students reinforces the need for teachers to be knowledgeable of family practices, values, and resources that students with a global history bring to school. This book is designed to support a more inclusive perspective.

THE IMPACT OF DIVERSE POPULATIONS IN SPECIAL EDUCATION PROGRAMMING

In 2004, the Descriptive Study of Services to Limited English Proficient (LEP) Students and LEP Students with Disabilities (Zehler, Fleishman, Hopstock, Stephenson, Pendzick, et al,. 2004) reported approximately 357,325 ELLs (or 9.2 percent of the student population) were provided special education services. This was the first national estimate of ELLs served under Individuals with Disabilities Education Act (IDEA). Child Count data from the United States Department of Education (2006) indicated that the number of ELLs who are on IEPs may be as high as 20 percent of the total special education population.

Disproportionate Representation

Disproportionate representation, high dropout rates, and the achievement gap for minority and culturally and linguistically diverse students remain concerns for special educators. Disability areas where Hispanic, Black, and Native American students are overrepresented include specific learning disabilities, cognitive impairment, and emotional behavioral disorders (Artiles & Trent, 1994; Duany & Pittman, 1990, Harry & Klingner, 2005; Zehr, 2004). Among native races in the United States, American Indian and Alaska Native populations have been reported as having some of the highest percentage of disabilities—22 percent, according to the 2000 Federal Census (Ogunwole, 2002). As many as 12.2 percent of African Americans are reported to have the most severe disabilities, in comparison with Asian/Pacific Islanders, the lowest reporting group, with 4.9 percent reporting severe disabilities (Kraus, Stoddard, & Gilmartin, 1996).

Teacher Attitude

In a 2002 study, Carlson, Brauen, Klein, Schroll, and Willig found that special education teachers self-reported feeling least skillful in working with ELL students with disabilities. Critical obstacles to culturally responsive teaching include negative teacher attitudes and expectations for students of color, and confusing disability with diversity (Gay, 2002). According to some researchers, there is an urgent need to refine the theoretical framework and methodologies used in preservice teacher education programs in order to better prepare general and special educators to work with diverse students and study the impact of multicultural students (Trent & Artiles, 1998).

Teacher Preparation

Preparation of special education teachers to meet the needs of ELLs is an area gaining attention in order to ensure effective assessment and instruction. Many programs that proliferated with the help of federal funds in the 1980s have been restructured or eliminated. Currently, fewer than 15 bilingual special education programs exist in the United States (Paneque & Barbetta, 2006). Although special education professional standards require knowledge and skill in language development, communicating with ELL students, and distinguishing between language difference and language disability, the competencies of teachers are just beginning to catch up to the needs of a growing student population.

PROFESSIONAL PRACTICE

Special education teachers have a responsibility to be aware of and sensitive to the needs of diverse learners as well as to provide them with an appropriate education.

Special Education Teacher Competencies When Working With ELL Students

The following competencies have been identified as necessary when working with ELL special education students (Baca and Amato, 1989):

1. Desire to work with culturally and linguistically exceptional children
2. Ability to work effectively with parents of ELL students
3. Ability to develop an appropriate IEP
4. Knowledge and sensitivity toward the language and culture of the group served
5. Ability to teach English as a second language
6. Ability to conduct nonbiased assessment with culturally and linguistically exceptional students
7. Ability to use appropriate methods and materials when working with ELLs

Other knowledge and skills that special educators find helpful to work successfully with ELL special education students include the following:

1. Awareness of the scope of multicultural issues, including those that are medical, economic, religious, social, and political
2. Knowledge of the stages of language development and use
3. Willingness to collaborate
4. Skill in identifying and utilizing school and community resources for culturally and linguistically diverse students with special needs
5. Knowledge of the impact of the physical environment
6. Ability to identify stress factors
7. Fluency in a second language

Given the number of languages spoken in schools, it may be rare to speak the student’s native language or be from the same culture, however, sensitivity is important.

Culturally responsive special education is advocated by Geneva Gay as a comprehensive endeavor that will positively impact diagnosing students’ needs, curriculum content, counseling and guidance, instructional strategies, and performance assessment (Gay, 2002). Gay calls for a mix of “tough love” and unequivocal caring that translates into an emotionally safe and supportive place where the standard of achievement is challenging but set within reasonable and reachable levels. Multiple opportunities should be provided so students can be successful. Creative and imaginative methods, including the use of technology, are critical for engaging students who might be considered hard to teach. In order to eliminate bias, reduce stereotypes, and increase the chances of a more desirable living and learning climate, Gay promotes engaging students in activities that incorporate social justice and service learning.

The importance of effective strategies and research-based instructional methods and programs should not be underestimated. Practices selected because they are appropriate for the learner will reinforce student a...

Table of contents

• Cover Page
• Title
• Copyright
• Contents
• Publisher’s Acknowledgments
• About the Authors
• Introduction
• 1. Working With Diverse Students
• 2. Organizing a Classroom for Instruction
• 3. Managing Student Behavior
• 4. Designing Effective Instruction
• 5. Teaching Strategies and Learning Activities
• 6. Graphic Organizers
• 7. Incorporating Technology
• 8. Student Assessment and Evaluation
• 9. Promoting Achievement Through Collaboration
• Conclusion: Wrapping Up, Reflecting, and Celebrating!
• References
• Index