Closing the accessibility gap for diverse student populations

Frances Hicks, Katrina Butcher, and Stephanie Willis

Our article:

• Practical behavior management techniques to close the accessibility gap for students who are culturally and linguistically diverse.– By: Cartledge, G., Singh, A., & Gibson, L. – Preventing School Failure, 52, 29-38(2008)

Consider these examples…

• Harold, African-American Male, 5 yrs old– Loud, energetic, does not stay in seat, talks over you when you

are giving directions, wanders around constantly.

• May La, Hmong Female, 14 yrs old– Has a heavy accent but seems to talk with her friends well and is

chatty. She seems to be a reasonable reader but her writing and vocabulary are far below standard for 9th grade.

• Jorge, Mexican-American Male, 9 years old. – You know his English is not the best but he seems to be keeping

up. You are going to do a project where you have the students make their own recipe books. Jorge reacts badly and refuses to participate because “cooking is only for girls!” Jorge’s parents indicate they strongly agree with their son when you contact them.

A quick overview

• This is an animoto video. Using the article as an example, we can see a great way to appeal to diverse learners. Anyone can make one.

Where teachers fail:

• Harold is in the highest risk category simply because he is an African American male.

– discipline referrals, – academic failures, – special education referral, and – school failure, and – entering the criminal justice system

• Males tend to be more active and to be more aggressive.

Discipline errors:

• U.S. schools commonly use exclusions and punitive practices– most commonly used on those most in need of school

support and for relatively minor offenses. – Males and minority youth are disproportionately

referred for these practices.

• These practices have been found to not only be ineffective, but also a predictor of poor school outcomes.– Students that aren’t in class, or even at school, are

falling even further behind.

Causes of failure:

• Cultural differences are often misinterpreted by teachers– disrespectful, rude, or offensive behavior?

• Giving ambiguous instructions

• Being unclear about classroom objectives, – which can cause confusions for those from

another cultural background.

Realistically

• A 2002 study found that 90% of the children that are referred will eventually be removed from the general education service and most are assigned to the most restrictive environment.

• Low expectations by teachers for CLD students with disabilities are often lived out by students.

• Students will rise to the expectations teachers give.

Specific success strategies

• Behavior Management is Crucial to Culturally/Linguistically Diverse Students To Prevent School Failure

• What do I do?– Recognize cultural and linguistic barriers that hinder

academic and behavioral performance.– Seek out professional development to deepen your

understanding of cultures represented in your classroom, gaining cultural competence, so that you do not misinterpret or misunderstand your students behavior.

Specific success strategies

• Avoid exclusionary punitive practices (referrals) for minor infractions, use them only as a last resort, keeping student's in your class should be top priority.

• Be careful not to target students "over-identification" for behavioral problems– "more than 50% of African  American Males are

suspended in middle school"– "harsh punishments not only are ineffective but

also are predictive of poor school outcomes"

Specific success strategies

• Implement response to intervention: – individualized instruction and small group

instruction- – extreme organization/detailed & repeated

guidance

• Teach reading skills aggressively! – "many CLD students enter school substantially

behind their more affluent peers in language and readiness skills"

– Teach phonological awareness skills, independent reading, before/during and after reading skills, 

Specific success strategies

• Understand the cultures in your classroom. –  Ask Questions.  Why do my students speak,

interact, play the way that they do?  What is the home culture verses the classroom culture?

• Reduce Chaotic Environments by Teaching Pro-Social behaviors/Social Skills – For example:  Cooperating, Helping, Sharing,

Consoling

• Reward attending and compliant behavior.• Make requests in a calm, firm voice

– Do not plead, use questions or indirect language.

Specific success strategies

• Be careful not to reprimand students for culturally specific behavior or for behavior that you have not taught.  

• DO NOT ASSUME THAT STUDENTS UNDERSTAND WHAT YOU EXPECT FROM THEM- MAKE YOUR EXPECTATIONS CLEAR AND REPEAT THEM CONSISTENTLY

• Enlist parental support and partner with them if you are able.– "Your beliefs and expectations are related to student

performance."

Specific success strategies

• Recognize students that require and need excessive teacher attention in order to reduce classroom disruption.  – Give them extra attention, stand near them,

speak daily to them, interact with them outside of disciplinary action, fostering classroom community by being a wholesome mentor in their life. 

• Keep your expectations high.  – Communicate your expectations verbally and

with body language/facial expressions.

Remember these examples? What would you do?

• Harold, African-American Male, 5 yrs old– Loud, energetic, does not stay in seat, talks over you when you

are giving directions, wanders around constantly.

• May La, Hmong Female, 14 yrs old– Has a heavy accent but seems to talk with her friends well and is

chatty. She seems to be a reasonable reader but her writing and vocabulary are far below standard for 6th grade.

• Jorge, Mexican-American Male, 9 years old. – You know his English is not the best but he seems to be keeping

up. You are going to do a project where you have the students make their own recipe books. Jorge reacts badly and refuses to participate because “cooking is only for girls!” Jorge’s parents indicate they agree with their son when you contact them – strongly.