Podcast
Questions and Answers
What does CLDE stand for?
What does CLDE stand for?
Culturally and Linguistically Diverse Exceptional Learners
Which initiative relates to diverse learners and includes some implications for educator preparation?
Which initiative relates to diverse learners and includes some implications for educator preparation?
The number of culturally and linguistically diverse learners in schools is decreasing.
The number of culturally and linguistically diverse learners in schools is decreasing.
False
What is one critical issue facing the education of CLDE learners?
What is one critical issue facing the education of CLDE learners?
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What has been reported about the teaching workforce demographics?
What has been reported about the teaching workforce demographics?
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The elimination of OSEP funding impacts the education of CLDE learners by affecting the availability of ___ for teacher preparation.
The elimination of OSEP funding impacts the education of CLDE learners by affecting the availability of ___ for teacher preparation.
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What do educators need to understand to best meet the needs of CLDE learners in the context of ESSA?
What do educators need to understand to best meet the needs of CLDE learners in the context of ESSA?
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Which of the following factors is NOT necessary to consider for referrals for special education for English learners (ELs)?
Which of the following factors is NOT necessary to consider for referrals for special education for English learners (ELs)?
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General educators can easily distinguish students with limited English proficiency from those with disabilities.
General educators can easily distinguish students with limited English proficiency from those with disabilities.
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What are the three norming issues that frame assessment concerns for CLD learners?
What are the three norming issues that frame assessment concerns for CLD learners?
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The Every Student Succeeds Act (ESSA) aims to ensure _____ education for CLD and CLDE learners in US schools.
The Every Student Succeeds Act (ESSA) aims to ensure _____ education for CLD and CLDE learners in US schools.
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What does ESSA provide when reporting progress data?
What does ESSA provide when reporting progress data?
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What is one concern related to the educator preparation in the ESSA framework?
What is one concern related to the educator preparation in the ESSA framework?
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Different cultures have the same views on disability classification.
Different cultures have the same views on disability classification.
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Educators should take into account a student's _____ during the special education referral process.
Educators should take into account a student's _____ during the special education referral process.
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Match the exhibited behaviors with plausible cultural explanations:
Match the exhibited behaviors with plausible cultural explanations:
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What is a common result of students experiencing anxiety in school due to cultural adjustments?
What is a common result of students experiencing anxiety in school due to cultural adjustments?
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Which act provides the legal framework for the education of individuals with disabilities?
Which act provides the legal framework for the education of individuals with disabilities?
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English language learners (ELLs) sometimes receive inappropriate referrals to special education.
English language learners (ELLs) sometimes receive inappropriate referrals to special education.
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What framework is suggested for empowering minority students?
What framework is suggested for empowering minority students?
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The ______ helps to distinguish between language acquisition and learning disabilities.
The ______ helps to distinguish between language acquisition and learning disabilities.
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Match the following authors with their contributions:
Match the following authors with their contributions:
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What is a significant factor leading to disproportionate classification of ESL students in Special Education?
What is a significant factor leading to disproportionate classification of ESL students in Special Education?
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What is one method for teaching culturally and linguistically diverse exceptional learners?
What is one method for teaching culturally and linguistically diverse exceptional learners?
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What has the federal funding provided by OSEP contributed to the field of special education?
What has the federal funding provided by OSEP contributed to the field of special education?
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What percentage of higher education special education doctoral programs have closed within the past five years?
What percentage of higher education special education doctoral programs have closed within the past five years?
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Which disabilities are included in the federal government's definition of 'low incidence disabilities'?
Which disabilities are included in the federal government's definition of 'low incidence disabilities'?
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The federal government has consistently focused on training for teachers working with students with mild disabilities.
The federal government has consistently focused on training for teachers working with students with mild disabilities.
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What is one of the key features of Multi-Tiered System of Supports (MTSS)?
What is one of the key features of Multi-Tiered System of Supports (MTSS)?
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Why is family and community engagement important in the education of diverse learners?
Why is family and community engagement important in the education of diverse learners?
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Which best describes culturally responsive teaching (CRT) practices?
Which best describes culturally responsive teaching (CRT) practices?
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What are some topics emphasized at the inservice level to ensure advocacy for CLDE learners?
What are some topics emphasized at the inservice level to ensure advocacy for CLDE learners?
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The significance of an ecological emphasis framing educational structures is supported through _________.
The significance of an ecological emphasis framing educational structures is supported through _________.
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Study Notes
Importance of Advocacy for CLDE Learners
- Advocacy is essential for culturally and linguistically diverse exceptional learners (CLDE) to ensure properly tailored educational experiences amidst political and fiscal challenges.
- Needs for advocacy include appropriate referral, assessment, and instruction for CLDE students, reflecting the complexities of diverse teaching and learning environments.
Current Challenges in Education for CLDE Learners
- Increasing numbers of diverse learners coupled with a stagnant, less diverse teaching workforce.
- Funding shortfalls hinder the preparation of educators specialized in teaching CLDE learners, exacerbating existing achievement gaps, particularly in literacy.
- Political initiatives such as the Every Student Succeeds Act (ESSA) lack provisions for bilingual education and culturally responsive programs, intensifying the need for advocacy.
- Contemporary issues include a rise in alternative licensure programs with lower standards, reductions in special education funding, and inequitable referral patterns for special education.
Demographics of Learners and Educators
- Over the past decade, the proportion of students from cultural and linguistic diverse backgrounds has increased by nearly 10%, with English language learners (ELLs) doubling in numbers.
- The demographic shift indicates that one in four students may be ELLs in the next decade, highlighting the need for educator preparedness to meet diverse linguistic needs.
- The prevalence of non-Spanish languages, such as Somali and Mandarin, is rising, necessitating broader cultural competency in the teaching workforce.
Disproportionate Representation in Special Education
- Persistent overrepresentation of CLDE learners in special education reflects inadequate referral and assessment practices.
- General educators often misidentify learning difficulties due to limited English proficiency rather than actual disabilities, highlighting the need for proper educator training on cultural and linguistic features.
- Strategies to address disproportionality include utilizing culturally responsive instructional methods and avoiding biases in assessments.
Significance of Instructor Diversity
- The teaching workforce remains predominantly White, with minorities underrepresented; approximately 80%-90% of teachers are from monocultural backgrounds.
- Lack of ethnic diversity among teachers compromises the ability to effectively meet the needs of CLDE learners and maintain culturally responsive classrooms.
- Comprehensive educator training is necessary for adapting curricula that recognize and bolster the linguistic and cultural assets of diverse learners.
Multi-tiered Systems of Support (MTSS)
- Effective educational strategies for CLDE learners require collaborative efforts among general educators, special educators, and English language development specialists within MTSS frameworks.
- Implementing integrated support systems can help address the unique needs of students at the intersection of diversity and disability.
Conclusion and Future Steps
- Continued advocacy is needed to protect and enhance educational gains for CLDE learners, ensuring they receive equitable access to quality instruction.
- Emphasis on culturally competent teaching practices and community involvement is crucial for creating inclusive educational environments that cater to diversity in abilities and backgrounds.### Norming Issues in Assessments
- Achievement tests administered in English may not accurately reflect the performance of English Language Learners (ELLs) due to varying levels of language proficiency.
- For students at beginning or intermediate stages of second language acquisition, English achievement tests can mistakenly assess language skills instead of content knowledge.
- Assessing culturally and linguistically diverse (CLD) learners for special education requires diverse assessment tools validated for these populations to avoid bias and inaccuracies.
Every Student Succeeds Act (ESSA) and Diversity
- ESSA, enacted in 2015, aims to promote equitable education for CLD and culturally linguistically diverse learners, introducing key monitoring systems for English language development.
- ESSA emphasizes disaggregating education data for ELLs with disabilities to ensure accurate progress reporting.
- Changes in accountability systems now rest at the state level, which may weaken the enforcement of essential federal educational safeguards for diverse learners.
Cultural Perspectives on Disability
- Cultural differences significantly influence how disabilities are classified and perceived, requiring US schools to reassess their frameworks concerning disability classification.
- Families' interactions with schools related to special education can vary due to cultural beliefs about disability, potentially affecting support-seeking behaviors.
- Educators must consider cultural perspectives when evaluating a student's potential need for special education to avoid stereotyping or misidentification.
Behavioral Indicators and Cultural Explanations
- Numerous behaviors deemed problematic in US educational settings may stem from cultural teachings, values, or the process of adjusting to a new environment.
- Behaviors such as extended silence or social withdrawal could be culturally influenced rather than indicative of a disability.
- Cultural views on time, individualism, and learning preferences must be acknowledged to prevent inaccuracies in student assessments and behaviors perceived as problematic.
Special Education Federal Funding
- Federal funding under the Office of Special Education Programs (OSEP) has been crucial in preparing special education teachers but has decreased over time, leading to a shortage of qualified instructors.
- A significant link exists between the number of adequately prepared special education teachers and OSEP funding support.
- Funding cuts have resulted in fewer doctoral programs for special education, raising concerns about the quality of education for CLDE learners with special needs.
Multi-Tiered System of Supports (MTSS) and Diversity
- MTSS shows promise in advancing educational outcomes for CLD and CLDE learners, particularly in literacy.
- The model encourages integrating home, community, and school factors into educational strategies, fostering family engagement.
- Effective teaching must align with students' cultural backgrounds and learning styles to mitigate feelings of isolation and enhance motivation among diverse learners.### Understanding MTSS for Diverse Learners
- Current structures of Multi-Tiered Systems of Support (MTSS) often neglect cultural identities and language preferences of diverse learners.
- Advocating for an ecological framework includes essential factors such as home/community, learner, and classroom interactions to foster student growth.
- MTSS can improve outcomes for culturally and linguistically diverse (CLD) students and reduce misplacement into special education by providing systematic, high-quality instruction.
Benefits of Ecologically Informed MTSS
- Effective instruction in classrooms incorporates the role of home language and cultural identity across the curriculum.
- Engagement with families and communities enhances academic and cultural foundations for diverse learners.
- An ecological perspective aids educators in distinguishing between diverse qualities and actual disability needs as learners progress through MTSS tiers.
Principles of Culturally Responsive Teaching (CRT)
- Culturally Responsive Teaching values students’ cultural and linguistic resources, treating them as capital for learning.
- Educators are encouraged to integrate home, community, and school factors into instruction to meet educational challenges effectively.
- Six critical features shape the education of ethnically and linguistically diverse exceptional learners, emphasizing ongoing advocacy.
Advocacy for Culturally and Linguistically Diverse Students
- Schools must advocate for a more diverse educator population reflecting CLD demographics.
- Development of culturally and linguistically responsive referral and assessment processes is crucial to reduce disproportionality in special education placements.
- The need for collaboration between bilingual/ESL and special educators to support CLDE learners is paramount.
Significance of Family and Community Engagement
- Strong family-community partnerships can significantly impact diverse learners’ success.
- Addressing cultural perspectives on disability is vital as perspectives may differ across cultures.
Recommendations for Educator Preparation
- Teacher education programs must address the urgency of developing culturally competent teachers through an integrated vision of diversity.
- Preservice programs should emphasize the role of culture and language in learning, preparing future educators to view students' backgrounds as assets.
- Continuous professional development can enhance inservice educators’ understanding and effectiveness in culturally responsive teaching practices.
Challenges and Ongoing Needs in CLDE Education
- A stark contrast exists between growing student diversity and the slow adaptation of educational practices.
- Decreases in funding for special education educators hinder preparation for teaching CLDE students effectively.
- Urgent advocacy for high-quality education and resources for CLDE learners is essential, especially with limited emphasis on bilingual/ESL specialists in educational legislation.
Conclusion
- Higher education institutions and school districts must establish robust ongoing professional development to equip educators with the skills necessary for the diverse needs of learners across various communities.
- Advocacy is necessary to navigate challenges in changing demographics and insufficient funding while ensuring equitable special education services for CLDE learners.
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Description
This article discusses the challenges and strategies for educating culturally and linguistically diverse exceptional learners. It emphasizes the importance of advocacy and provides insights into best practices for educators. The focus on diversity highlights the need for tailored approaches in special education.
