SERP 404/504

                                                                  Summer 2005

                                                               Academia Falcon


Instructor:


Todd Fletcher, Ph.D.


                    Cultural and Linguistic Diversity in Exceptional Learners


U of A Catalog Course Description

404 provides a theoretical base and practical approach to the study of special needs of students with language and cultural differences; basic premises of bilingual special education and the interface of the two fields. May be convened with 504. 504 Graduate-level requirements include in-depth paper(s) on aspects of current issues in the field. May be convened with 404.

 

Purpose of the Course

 

To provide a theoretical base and practical approaches to the study and teaching of exceptional learners from diverse backgrounds, while in Guanajuato, Mexico.

 

The course will be divided into the following parts:

 

In the first part we will study culture by living in it, rather than merely talking about it. In this section of the course students will increment their experiences with readings and discussion on the topic.

 

The second section of the course will provide attention to theory and trends in first and second language development of children living in a bilingual environment. The intent of this section is to provide current information that will help teachers to make sound educational decisions about the student’s language skills.

 

The third area will integrate the concepts discussed in culture and language to the field of special education.

 

Learning Objectives:

 

Students will use the 8 components of Brislin’s model of cultural diversity to understand, reflect and compare their own cultural orientation to others. (ST 1.1, ST 2.1, ST 7.5, ST 8.6)

 

Through an understanding of culture students will be able to assess it’s impact on the teaching and learning of students from diverse backgrounds with special needs. (ST 1.2, ST 1.4, ST 2.4, ST 2.6, ST 8.5, ST 8.6, ST 9.1)

 

Students will learn processes involved in second language acquisition and their relationship to first and second language acquisition. (ST 8.2, ST 8.6)

 

Students will learn about the philosophical, legal and practical bases in bilingual/ESL and special education programs. (ST 7.2, ST 7.4, ST 8.2, ST 8.11, ST 9.1, ST 9.2)

 

Students will demonstrate an understanding of an empowerment theoretical framework (cultural/linguistic, pedagogy, assessment and community/family participation) for language minority students in special education. (ST 7.3, ST 8.3, ST 8.6, ST 8.7, ST 8.9, ST 8.11)

 

*          premises of bilingual/special education

*          the interface of the two fields of bilingual education & special education

*          language development and second language acquisition

*          culture and acculturation

*          status and language of minority students

*          psychocultural variables

*          personal preparation as a professional for multicultural settings

 

Core Readings –

            Baca, L. M. & Valenzuela, J. S. (1994). Reconstructing the bilingual special education interface. Washington, D.C.: National Clearinghouse for Bilingual Education.

 

Collier, V. P. (1995). Promoting academic success for ESL students: Understanding second language acquisition for school. Elizabeth, NJ: NJTESOL-BE, Inc.

 

             Cushner, C. McClelland, A., Safford, P. (2003). Human Diversity In Education: An Integrative Approach. 4th Edition. McGraw-Hill, New York: ny. (Chapters 2: Culture and the Culture-Learning Process; Chapter 3 Classrooms and Schools as cultural crossroads; Chapter 4, Intercultural development: considering the growth of self and students)

 

Fueyo, Vivian. (1997, September/October). Below the tip of the iceberg: Teaching language minority students. Teaching Exceptional Children, 61-65.

 

Tharp, R. Psychocultural variables and constants: Effects on teaching and learning in schools. American Psychologist, 44, 349-359.

 

Course Requirements for Graduates /Undergraduates                                                    Points

 

Class attendance/participation                                                                                              40

Article presentation(s)           15

Project/presentation: (70/15 points)                                                                                      85

Reader response log: (Core articles/chapters x 10 points)                                                    100

Cross-cultural interview                                                                                                        35

                                                                                                              TOTAL:     275

Grading Criteria

 

A = 92 to 100% of total points

B = 83 to 91% of total points

C = 75 to 82% of total points

 

CLASS ATTENDANCE/PARTICIPATION

 

Students are expected to attend all classes. Class periods will include a variety of activities such as presentations and directed discussions by the instructor and/or students, group work, guest speakers on topics from diverse areas. Students must come to class prepared to discuss assigned readings in small and large groups. Any questions or points not clarified in class can be directed to the instructor.

 

DISCUSSION CIRCLES and Article Presentations

 

The core readings chosen for this course will be assigned to random groupings for group presentations of the material. See criteria for presentation criteria. (To be determined as a group). The manner in which groups deliver the information from the articles can be lecture, interactive, or activity based and should enable fellow classmates to more fully understand the content of each article. The presentations must include examples of the application of the material. Article presentations should be no longer than 20 minutes.

 

Each student will be assigned to a team which will cooperatively plan as a study circle on reading material assigned to them for a particular day. The planning team will determine the format of presentation and activities for the class using the assigned readings for the assigned day of their presentation. Assignment of teams of students will be determined in class based on class consensus regarding their composition.

 

 To deepen our understanding of the concepts introduced and discussed in the reading materials, there will be small group presentations to the entire class from the assigned article readings. The core readings will be assigned to different groups for presentation of material to the class. Each person will have a specific role to play in the small group discussions and presentations. There are five specific roles in the discussion circle which involve the preparation of a product to be distributed and shared during the discussion. Each member of a group will take responsibility for one of the following roles:

 

1) Summarizer - this group member prepares a brief summary of the week’s reading highlighting the important concepts from the chapter. This summary is read to the class. Product: A written summary.

 

2) Choosing a passage - This group member locates three short selections from the readings to be read aloud to the class. The idea is to help people remember some of the interesting, powerful, and important questions from the reading. Product: Typed or text selections copied with space for the group to respond in writing.

 

3) Connecting Ideas - This group member lists or outlines connections between the concepts in the reading, the realities of the classroom or the larger society, and other readings from this class or other classes. Product: A list or outline of connecting ideas.

 

4) Graphic Organizers - This group member prepares a graphic, artistic representation of some of the key concepts of the reading. A number of variations exist. Product: A graphic representation.

 

5) Discussion Director: This group member develops a list of questions for discussion by the group and acts as a time keeper for the group. Product: A list of questions for discussion.

 

The discussion director will lead a 15-20 minute discussion on the reading with the entire class.

 

Evaluation: You will be rated by the criteria above and the work product you prepare for the class presentation and discussion to be given to the instructor.

 

Reader Response Log: 

 

Objectives:              1) to ensure critical reading, I am NOT looking for a summary.

2) opportunity for dialogue among class participants.

 

You will be expected to read and reflect on the core readings which reflect the current status of educational services provided to exceptional students from diverse backgrounds. The responses should contain a bibliographic entry (author(s), journal or book, volume, page numbers) APA format; and address the criteria listed on the sheet. (50 points total/10 points per response) You will receive feedback and critique on your first article to assist you in completing the other critiques in the expected manner.

 

Criteria for the reader response logs:

 

There are 10 points for each of the responses to the core readings. The point allotment is as follows:

 

Timeliness or notice of lateness                                 1 point

Presentation: legibility                                               2 points

Evidence article was understood:                              7 points

Comprehensibility; coherence of

            expression; relationship to own

            experience; evidence of reflection

Critical reading.                                                          

 

Responses might include reflecting on how the author backs the main premise in the article; evidence of research or available data to back the facts and opinions expressed; your reaction as to why you agree or disagree with the author(s) and; how this reading compares to the textbook and/or core readings or the professor’s treatment of the subject matter. It is suggested that you use articles that can be incorporated into your graduate paper.

 

Reader response logs for each article should be entered in your class journal and will be due for review at the subsequent class session.

 

Project

 

This project is designed to provide you with a broad and diverse learning experience. It will include self-reflection and integration of multiple sources of information such as journals, books, and magazines, as well as interaction with fellow students, teachers, families, and professors, among others. It will require self-expression. (100 points) In this investigation/activity the following guidelines are suggested.

 

Start thinking about who you are as a cultural being, reflect on the learning objectives for the class and plan your portfolio to reflect yourself as a learner of this course in Guanajuato. Portfolios consist of collection, selection, reflection, and projection. The learning objectives (listed in the first page of the syllabus) need to be represented to match your expected grade.

 

Your portfolio may include artifacts, such as photos, post-it notes, quotes, diagrams, interviews, charts, reflections on readings, and other appropriate representations of your learning experience. Creativity and freedom of expression are encouraged, multiple intelligences will be expected to be employed among participants.

 

”Teaching, like any art, is an endless cycle of trial and error. Keep thinking, keep reading, and discussing, and changing and experimenting.” (Mem Fox) The theories and wealth of knowledge shared throughout the course need to be integrated and represented in the portfolio.

 

Self-assessment will be part of the portfolio. The first step of such assessment will be the class discussion to collaboratively develop a rubric for the class. The second stage of the assessment will include the professor’s approval of the rubric, and provide feedback of accomplishments after collection of the information. The last stage will be getting ready for the presentation.

 

Presentation of the final project/portfolio will be made to the whole group.

 

Rubric for determining criteria for obtaining points will be determined by class consensus.

 

Group Project Presentation Date: June 24 (70/15 = 85 points)

 

Cross-Cultural Interview Due June 21


Develop an interview format based on class material covered or read and other materials that can be used as a resource. We will work on the general format of the outline in class, and facilitated class discussion will provide a general framework for the interview. Develop your interview and your questions. As a written product provide a copy with a brief written summary of the interview and your perspectives on what you learned from the interview. The general purpose of this interview is to explore and obtain information about a person with cultural values and norms different from your own. (35 points total)