chapter 14: multicultural education and diversity issues
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Chapter 14: Multicultural Education and Diversity
IssuesA Teacher’s Guide to Including Students with Disabilities in
General Physical Education-Martin E. Block
Presentation by: Justin DaberkoeKin 579
Part 1- http://www.youtube.com/watch?v=WPPiLqcQRrk
Part 2- http://www.youtube.com/watch?v=wqDNotzNDYs
Part 3- http://www.youtube.com/watch?v=17a4myUJuW0
YouTube Video (sorry for parts)
Define Multicultural Education and reasons why it is important
List ways to integrate multicultural education into your practices
Look inside popular groups of minorities in public schools
Describe how people with disabilities are treated in the American society.
Objectives:
According to Banks and Banks (2004):◦ Incorporates the idea that all students should
have an equal opportunity◦ As a reform movement that is trying to change
the schools so every student has an equal opportunity to learn
◦ Aims at working toward the removal of racism, sexism and discrimination towards students with disabilities, that may always exists
◦ Table 14.1 on page 282 (Racial/ethnic composition)
Multicultural Education
Lack of research in multicultural education in PE and APE
Effective integration of multicultural education:◦ Develop the knowledge and skills to be able to
promote social justice and equality for all people◦ Foster positive attitudes toward diverse groups
among students◦ Promote an environment in which students can be
successful Our values are determined by our culture
Multicultural Education in PE
1. Constantly develop your relationships and build trust
2. Expand your cultural knowledge and become culturally literate
3. Create new and transform current methodological approaches
4. Use activities that promote critical thinking/ give students a opportunity to express their views
5. Provide effective feedback and instruction6. Create positive relationships with your students’
parents and families
Strategies to build a multicultural PE program:
Include games that reflect the culture of your students
Learn the names of your students and how to pronounce them◦ Students’ culture name tags
Share accomplishments with colleagues Be in communication every time you are
facing a challenging situation
Constantly Develop Your Relationships and Build Trust
Learn your students cultural background◦ Student surveys
Learn your background and share with students
Learn some vocabulary of your non-english-speaking students
Allow students to do research on their culture and share some physical activities
Expand Your Cultural Knowledge/ Culturally Literate
Vary your instructional approach◦ Visual◦ Tactile
Do not assume a student from a different culture has particular athletic interests
Use music in lessons
Create New and Transform Current Methodological Approaches
Offer a variety of activities and variations within each activity
Have students verbalize what they are taught
Have students teach each other
Use Activities that Promote Critical Thinking/ Allow Students to Express their Views
Give concrete, specific feed back Be aware of body language
Provide Effective Feedback/Instruction
Create Positive Relationships with Students’ FamilyCommunicate with parents to acknowledge students successesGet to know siblings of your students with disabilities
Which strategy do you currently use when teaching culturally diverse students?
What good experiences have you had from this strategy?
What strategy do you hope to incorporate in your practice?
Jdaberkoe@gmail.com
Internal Summary
Largest minority group in America◦ 50 million
Not an official class of people until the Rehabilitation Act of 1973
If cultural diversity is ignored, students may not receive appropriate services
Culturally diverse groups with disabilities in public schools:◦ American Indians/Alaskans◦ African Americans◦ Asian and Pacific Islanders◦ Hispanics◦ White americans
Disability and Diversity
Represent 1.49% of students under IDEA
Expected to outpace Hispanics in the next 5 years
Annual Household Income: Less than $25,000
Found to be more rejected, depressed, and withdrawn
PE and APE teachers must educate themselves about unique cultural characteristics
American Indian/Alaskans
Projected to grow faster than the white population
42.9% of households earn under $25,000
High rate of single-parent households
Fewer college and high school degrees
African Americans
Stereotyped as smart, wealthy, and successful
Allows people to think they can succeed on their own
Biggest groups are from China and the Philippines
Major issues: language and non-traditional religion
Asian and Pacific Islanders
Has become the nation’s largest minority group
Ranging from Mexico, Puerto Rico, Cuba, Central and South America
Recognize vast cultural differences between different Latino groups
Very family centered
Hispanics
Gender◦ Segregated classes◦ Stereotypes
English as a Second Language◦ LEP◦ Frustration
Religion◦ Changing◦ Working with different sex
Noncultural Factors
Families tend to:◦ Be single parent◦ Insufficient funds to move family◦ Live in central area of city◦ Be undereducated
No regular access to internet or TV Less parental guidance with school work Suggested ideas (p. 295):
◦ Help parents understand how the child’s social and learning abilities develop
◦ Make sure students and families are aware of community-based services that are available
Disability Linked to Poverty
Attitudes toward minorities have changed
Media has impacted how some view disabilities Labels and stereotypes
◦ Focus on the students disability rather than their abilities◦ Table 14.9 on page 298
Important, as APE and General PE teachers, to understand a students abilities and functioning level◦ Create strategies that minimize the restrictive and
oppressive views of people with disabilities
Image of People with Disabilities in the media
Studies shown:◦ PE teachers have a more favorable attitudes
toward children with learning disabilities compared to children with MR
◦ PE teachers had a more favorable attitude toward children with mild to moderate disabilities than people with severe disabilities
Attitudes of Teachers
Two Factors◦ Teachers and coaches who have received training
in adapted PE or special education
◦ Teachers and coaches who had a positive experience working with children with disabilities
Contact Theory (Sherrill, 2004)-◦ When the interactions between teachers and
students are frequent, pleasant, and meaningful, this produces positive attitudes.
Positive Outlooks
Find creative ways to increase the number of African Americans and other ethnic graduate students in the APE setting.
Give undergraduate students from various cultural and ethnic backgrounds early exposure to APE◦ Building positive attitudes with positive
experiences
Increasing Diversity Proficiency in Adapted Physical Education Specialists
General and Adapted PE teachers must incorporate more diversity into their curriculum to aid in the learning of culturally diverse students
Through media and stereotypes, many have misled assumptions on who students who with cultural and ethnic diversity learn
Teacher attitudes can have a positive or negative effect in how a student learns in General or Adapted PE
Summary
Each student is an individual, embrace it
Summary
Banks, J.A., & Banks, C.A.M. (2004). Multicultural Education: Issues and Perspectives (5th ed.). York, PA: John Wiley & Sons, Inc.
Block, M. E. (2006). A teacher's guide to including students with disabilities in general physical education. (3rd ed.). Baltimore, MD: Paul H. Brooks Publishing Co.
Sherrill, C. (2004). Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan (6th ed.). New York: McGraw-Hill.
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