Chapter 3-Multiculuralism and Bilingualism in Special Education

CHAPTER 3
MULTICULTURAL AND
BILINGUAL ASPECTS OF
SPECIAL EDUCATION
Presented by: Mae Syl C.Tio,LPT
Learning Outcomes
Define what is multiculturalism and bilingualism.
Determine the assessment issues in multicultural

and bilingual in special education.
Identify the instructional strategies in multicultural

and bilingual special education.
The opposite of love is
not hate but
indifference.

-Elie Wiesel-
What is a
culture ?
Culture
Values and typical Languages and Non-verbal
behavior Dialects communication
Awareness in one's World views/general

cultural identity perspectives
REGION
SOCIAL CLASS
RELIGION
RACE
DISABILITY ETHNIC GROUP
GENDER
MULTICULTURAL EDUCATION
acceptance of and
provide equity educational
respect for
opportunities to students
those whose culture differs
1 curriculum changes
2 acknowledgement
of diverse cultures

Multicultural 3 creative teaching
Education strategies
(Banks,2001) 4 equitable pedagogy
5 school culture
change
Effective Teaching Strategies
1. Scaffolding
2. challenge
3. involvement
4. success
5. mediation and feedback
6. responsiveness to cultural
and individual diversity
Bilingual
53% 4
12 7.802
5.76 ability to speak 2

53%
languages
??
4 53%
12 425
0.3
Case Study
Juan is a Grade 1 student with Tourette
Syndrome placed in a mainstream classroom.
He has limited Bisaya words since his primary
language is Filipino. He has no problem in his
academic performance and behavior but his
classmates find his Tourette disruptive. He is
often left alone since his classmates can't speak
to him in Filipino. What would you do as his
teacher ? How can you impart MULTICULTURAL
EDUCATION in your class ?
Cultural diversity presents particular
challenges for special educators in these 3
areas:
ASSESSMENT OF ABILITIES AND DISABILITIES ;
INSTRUCTION ; and
AND SOCIALIZATION.
Assessment
It is a process of collecting information
about individuals or groups for the purpose
of making decisions. In education, it refers
ordinarily refers to testing, interviewing,
and observing students.
The purpose of it is either for: screening,

diagnosis, progress monitoring and evaluating
outcomes.
Unfortunately, the accuracy, justice, and
fairness of many educational assessments,
especially
those involving special education, are
open to question
(McDonnell, McLaughlin,& Morison, 1997; Utley & Obiakor, 2001a).
Serge Romanich was an 8-year old, third grade student from Serbia. He developed normally
and their family was displaced when the Serbian war began. His family moved to France,
where Serge attended school but made little progress due to the language barrier for he can
only speak French, Russian Spanish and limited English. Serge and his family now live in
America where he attends school and made little progress. Her teacher suggested that he
might have a learning disability. Assessments were given to him by the school psychologist.
“Serge’s score on the Leiter (a nonverbal intelligence test often used with non-English
speakers) was 105. This score falls within the Average range of intelligence. On the Woodcock-
Johnson Test of Cognitive Abilities, he scored at least 2 standard deviations below the mean in
the areas of auditory processing, short-term memory, comprehension knowledge, and fluid
reasoning; tasks that typically measure an individual’s verbal abilities. He scored in the
Average range in: long-term processing, processing speed, and visual processing; these tasks
are mostly perceptual. On the Woodcock-Johnson Tests of Achievement, Serge scored 2
standard deviations below the mean in reading, written language, and knowledge. He scored
in the Average range in math . With these results, the school psychologist indicates that he
has learning disability and would benefit from individualized and small-group instruction in a
resource room.
cussion Topics:
Questions / Dis
Do you think Serge’s skills were assessed adequately? Do you think

he was correctly identified as learning disabled ? Why or why not?
Do you think a special education placement was appropriate for Serge?

Why or why not? What kind of progress do you think he would have made
in a general education setting without individualized instruction?
The teacher learned about the cultural background of her

students. How do you think this knowledge impacted her teaching ?
The assessment process is therefore culturally
biased.
Assessment should be comprehensive : (1) taking

into account the whole situation of the student,
(2) circumstances at the origin of the family's
migration,(3) language, (4)culture, (5) resident
country situation, and (6) environment at home.
European Agency for Development in Special Education.2009. Retrieved
from https://www.european-agency.org/sites/default/files/multicultural-
diversity-and-special-needs-education_Multicultural-Diversity-EN.pdf
1 inclusion in all national assessments
DepEd O
rder 55
2 prescription of test accommodations
series 2
016
provision of their test performance

3
profile
Teaching Tolerance and
1
Appreciation
A major objective of
multicultural education is 2
Working with families
ensuring
that all students are instructed
Improving instruction for
in ways that 3
language-minority students
do not penalize them because of
their cultural differences and Adopting effective
4
that, in fact, capitalize on teaching practices
their cultural heritage (see
Council for Exceptional Identifying and implementing
5
Children, 2000). effective reading instruction
6 Socialization
" A great relationship is about
2 things: appreciate similarities
and respect differences."
REFERENCES
Banks, J. A. (2006). Cultural diversity and education: Foundations, curriculum, and teaching (5th ed.).
Bosten: Allyn & Bacon/Pearson.
De Melendez, W. R., & Beck, V. (2010). Teaching young children in multicultural classrooms: Issues, concepts,
and strategies (2nd ed.). Clifton Park, NY: Thomson Delmar.
West Virginia Department of Education. (n.d.).Multicultural Education Professional Learning. Retrieved from
https://wvde.us/wp-content/uploads/2018/09/Multicultural-Education-Presentation-Final.pptx

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CHAPTER 3

Determine the assessment issues in multicultural

Identify the instructional strategies in multicultural

Awareness in one's World views/general

Multicultural 3 creative teaching

(Banks,2001) 4 equitable pedagogy

5.76 ability to speak 2

The purpose of it is either for: screening,

Do you think Serge’s skills were assessed adequately? Do you think

Do you think a special education placement was appropriate for Serge?

The teacher learned about the cultural background of her

Assessment should be comprehensive : (1) taking

European Agency for Development in Special Education.2009. Retrieved

provision of their test performance

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