Multicultural

Education Issues and Perspectives Seventh Edition James A. Banks and Cherry A. McGee Banks
Chapter 14 Review: School Inclusion and Multicultural Issues in Special Education 1) Why are students of color and low-income students overrepresented in special education classes and programs? The text proposes that low-income students and minority students tend to be in special education because its a residual affect from prior years of inequality. The book also suggests that race and poverty are intertwined, and these students display signs of special learning needs (possibly because education is not valued by the family/community). 2) Why is it especially important for parents of color and low-income parents to be involved in special education programs for their children? There are two reasons that its especially important for low SES and minority parents to be involved in special education programs. The first is that students with disabilities are more vulnerable because their performance and behavior may be misinterpreted through the use of inappropriate or incorrect assignments. Second, the historical fact that these kinds of students were traditionally excluded from schools so student/parent rights are needed to ensure adequate provision of educational services to the child. (pg 376). 3) Why do parents, especially low-income parents and parents of color, often find it difficult to participate meaningful in special education even though laws exist to ensure their participation? Most parents that fall into this category find it difficult to participate, but for a variety of reasons. One reason is that they themselves were victims of the system, and so they do not feel comfortable in that environment so they dont go. Or, as a result of being a victim they do not believe their opinions matter. Other reasons that these parents might find participation difficult is tied in to the economic portion. If the family is poor, getting to the school might be an issue (lack of sufficient transportation, working during the day, etc). 4) What do the authors mean by inclusive pedagogy? Give examples. According to the text, inclusive pedagogy is a set of teaching practices and structures that acknowledge student differences and are responsive to that diversity (pg. 386). Examples given in the book include a math lesson that has students create their own math problems for other to solve. While a special needs student might not generate the problem, s/he could check the problem to make sure it is accurate. Another example is a unit on families that would cover math activities, language, and exploration of music and arts to accommodate all students capabilities. 5) What changes might need to occur within teacher education to prepare teachers for inclusive classrooms? What guidelines, tips, and insights do the authors provide that may help teachers deal with the challenges and problems posed by inclusive education? According to this author, thinking and practice need to change in school sin regards to the following: Elizabeth Wood February 2013

traditions (homogeneity vs. heterogeneity) language (scope and sequence vs. goals and objectives) rituals (report cards vs. IEPs) symbols (worksheets vs. graphs of students performances) The other states support personal are needed for this kind of classroom. It also states that teacher preparation schools need to change in order to teach our future teachers how to teach students with special needs. I am not quite sure what tips or advice the book actually gives the reader to teach an inclusive classroom, because Im part of the 63% of teachers referred to on page 388 that isnt sure what to do with children who misbehave. I read between the lines closely, but I dont believe I ever saw the answer. 6) How might fully inclusive schools prepare our children for fully inclusive communities? I think the best way that inclusive schools help prepare children to live in an inclusive community is that they are being exposed to real life. In the real world, all the colored people and white people arent separated (anymore, anyways). And people with mental disabilities dont sit at home and hide in their mothers basements they go out to the mall, watch movies, eat dinner in restaurants. So why need help these people learn to interact accordingly instead of teaching them how to avoid others who are different then them? For example, when I went to college I was surprised at all the different kinds of ethnic groups. It wasnt just African American students, but kids from all over the world and I was a little taken aback. Some cultures didnt like to bathe every day; others ate really strong food, etc. I had also never been in a class with a student in a wheel chair before, and so I became mindful of things like if furniture was in the way when I met Katie. Katie also informed me that she didnt always want help, so that makes things confusing for me sometimes even now when I see someone in a wheel chair. If I had been in an all-inclusive school, I would have known how to better handle these situations. I also feel that I would be better prepared as a teacher to deal with students who arent like I was. I believe I have a difficult time because I was tracked into higher-level classes, with students who understood tough concepts and were well behaved. If I had some prior exposure, I wouldnt be so shocked at the way my students behave.

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Elizabeth Wood February 2013