Module 2 (8/30/2022-9/5/2022) Ch. 3
3.1
Sources of Student Diversity
Racial and ethnic backgrounds
Primary language other than English
Academic abilities and achievements
Diverse needs
Boys and Girls
Socioeconomic backgrounds
3.1a
Assimilation (enculturation)-process of incorporating an immigrant group into the mainstream culture
Cultural pluralism-calls for an understanding and appreciation of the cultural differences and languages
among US citizens
3.1b
Multicultural education-represents one approach to meeting the educational needs of an increasingly
diverse student population
Five approaches to multicultural education
1. Teaching the exceptional and culturally different
2. Human relations
3. Single-group studies
4. Multicultural approaches
5. Multicultural social justice
Culturally responsive teaching-a preferred method for teachers who want to acknowledge and embrace
cultural diversity in the classroom
3.2
*10% of all students in schools are English language learners (ELLs)
3.2b
Elementary and Secondary Education Act changed to No Child Left Behind act-provides for federal grant
money to state education agencies for the purposes of helping to ensure that limited English proficient
children develop high levels of academic attainment in English, and meet the same student academic
achievement standards as all children are expected to meet
3.2c
Bilingual education models
1. Focus on developing literacy in two languages (bilingual education)
2. Those that focus on developing literacy in only English (English immersion)
3.3a
Multiple intelligences
1. verbal-linguistic intelligence
(draws on an individual’s language skills, oral and written, to express what’s on the person’s mind and to
understand other people.)
2. logical-mathematical intelligence
(is a person’s ability to understand principles of some kind of causal system, like a scientist does, or to m
anipulate numbers, and operations, like a mathematician does.) quantities,
3. spatial intelligence
(refers to the ability to represent the spatial world internally in the mind, like a chess player or sculptor d
oes.)
4. bodily-kinesthetic intelligence
(is the capacity to use your whole body or parts of your body to solve a problem, make something, or
put on some kind of production, like that of an athlete or a performing artist.)
5. musical intelligence
(is the capacity to “think” in music and to be able to hear patterns and recognize, remember, and
manipulate them.)
6. interpersonal intelligence (is the ability to understand other people—
an ability that we all need but that is particularly important for teachers, and politicians.) salespeople,
7. intrapersonal intelligence
(refers to having an understanding of yourself and knowing your preferences, and capabilities,
deficiencies.)
8. naturalist intelligence
(refers to the ability to discriminate among living things (plants and animals) and to have sensitivity
toward features of the natural world, such as rock formations and clouds)
9. existential intelligence (the ability to pose and ponder questions about life, death, and ultimate
realities)
Gardner’s Five Minds
1. The disciplined mind (has mastered at least one way of thinking—
a distinctive mode of cognition that characterizes a specific scholarly discipline, craft, or profession.)
2. The synthesizing mind
(takes information from disparate sources, understands and evaluates that information objectively, and
puts it together in ways that make sense to the synthesizer and also to other people.)
3. The creating mind
(breaks new ground. It puts forth new ideas, poses unfamiliar questions, conjures up fresh ways of thinki
ng, and arrives at unexpected answers.)
4. The respectful mind
(notes and welcomes differences among human individuals and groups, tries to understand these “other
s,” and seeks to work effectively with them.)
5. The ethical mind
(ponders the nature of one’s work and the needs and desires of the society in which one lives. This mind
conceptualizes how workers can serve purposes beyond self-interest and how citizens can work unselfish
ly to improve the lot of all.)
3.3b
Special education-used as a designation for services designed for students with disabilities
Individualized education program (IEP)-outlines both long-range and short-range goals for the child
Individualized family services plan (IFSP)-a multidisciplinary assessment of the child’s needs
Least restrictive environment (LRE)-students with disabilities should be educated with children without
disabilities to the greatest extend appropriate
Mainstreaming-describe the practice of placing special education students in general education classes
for at least part of the school day, with additional services, programs, or classes being provided to these
students as needed
Inclusion-commitment to education each child, to the maximum extent appropriate, in the regular
school and classroom
Seven principles that provide framework of IDEA
1. fair and appropriate education (FAPE)
2. appropriate evaluation
3. an individualized education program (IEP)
4. least restrictive environment (LRE)
5. parent and student participation in decision making
6. procedural safeguards
7. response to intervention (RTI)
Assistive technology-refers to the array of devices and services that help people with disabilities perform
better in their daily lives
