Diversity

Diversity can be defined as the sum of the ways that people are both alike and different. The
dimensions of diversity include race, ethnicity, gender, sexual orientation, language, culture,
religion, mental and physical ability, class, and immigration status.
CEC's Commitment to Diversity
In alignment with its core values, especially inclusiveness, the Council for Exceptional Children
(CEC) is committed to embracing the diversity of beliefs and characteristics of its members, as
well as the individuals with whom is members work. In our roles as educators, association
members, and staff, we are committed to treat each person with dignity and respect.
Diversity is very important when it comes to:
Understanding the changing environment from a broader perspective
Developing creative solutions to new problems
Understanding the client populations served by the organization and its members
Monitoring and strengthening programs and services
CEC views diversity to include race, ethnicity, culture, language, age, (dis)abilities, family
status/composition, gender identity and expression, sexual orientation, socioeconomic status,
religious and spiritual values, geographic location, and country of origin.
Read CEC's Non-Discrimination Policy.
CEC works with both policy educators and legislators at the local, state and national level to
develop programs, policies and initiatives that promote:
Educational practices that appropriately identify students from diverse backgrounds who receive
special education and/or gifted services
Assessment practices that accurately reflect cultural differences
Education services that provide effective interventions for students from diverse backgrounds;
an increase in the number of diverse teachers, administrators, and university faculty from diverse
backgrounds
Professional development to improve the cultural competence of all educators
In its dedication to ensure students with disabilities and/or gifts and talents from diverse
groups/backgrounds receive high-quality educational services, CEC actively encourages not only
membership of individuals from diverse groups/backgrounds, but also the engagement and
leadership of special educators from diverse groups/backgrounds across the organization.
The Diversity of Students with Disabilities
This chapter describes the tremendous diversity that characterizes students with disabilities. Most
of these students are eligible to receive special education services provided by the public schools.
Yet, as this chapter shows, one cannot really speak of them as a group in a meaningful way,
except perhaps with respect to the rights that all are accorded under the Individuals with
Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and the
Americans with Disabilities Act (ADA) by virtue of their having a disability.
Some students with disabilities are never taken out of general education classrooms; others never
enter a regular school building. Some have very mild disabilities observed only in school
settings; others have multiple severe disabilities that affect many aspects of their lives. Some
spend only minutes each week with a specially trained teacher, others the whole day. Some
graduate from high school with a full academic courseload and go on to highly competitive
colleges; others drop out of high school entirely; and still others receive special diplomas or
certificates of attendance. Some have parents who are deeply involved in advocating and
planning their individualized programs; others have parents who have never attended an IEP
meeting.
Meaningful discussion of standards, curriculum, assessment, and outcomes cannot occur without
some attention to the varied characteristics of these large numbers of children. This chapter
examines how their extraordinary diversity complicates efforts to identify and categorize
children with disabilities and to design effective educational policies for them. It also analyzes
how disability variously affects the school experiences of these students, the roles their parents
play in that schooling, and the possible implications for standards-based reform.

Disproportionate representation refers to the number of students who are enrolled in special
education services is significantly impacted by their race, culture or socio-economic status.
Research has shown that students who are African-American, Latino or are from a lower socio-
economic group are over represented in the mild intellectual disability category, specific learning
disability, developmentally delayed, or emotional behavior disorder categories. Results from
being misplaced can effect these students:

 Poor grades
 Lower self-esteem
 Higher dropout rate
 Higher disciplinary referrals
Administrators, teachers and parents can help bridge this gap by becoming advocates of proper
special education referral process and promoting the practices of least restrictive environment for
all students.
Cultural background influences one's understanding of intellectual and/or developmental
disabilities. More specifically, the cultural perspectives of parents and special
education professionals may affect decision-making in providing appropriate services for
children with disabilities.
Filipino Culture

The Filipino culture is the best culture that we can proud of it. Filipinos believe will bring the

country progress. However, this is a mistake because our culture is such a rich melting pot from

which we can draw inspiration and ideas.

Filipino Beliefs

A state or habit of mind in which trust or confidence is placed in some person or thing. There

many beliefs in other provinces that we can respect it. This is the beliefs of the Filipino that can

respect by other people.

The Filipino value system or Filipino values refers to the set of values that a majority of the

Filipino have historically held important in their lives. society though, the values that an

individual holds sacred can differ on the basis of religion, upbringing and other factors. Filipino

values are very important to have a better life and future.