Disproportionality ppt Unit 1
“Intersectionality of disability with other identities: Implications for inclusive practices in schools.”
Overview
In this module, teaching credential candidates in elementary, secondary, and special education will learn about the assets and inequities that a focus on intersectionality can illuminate, and how this learning will affect their future work in classrooms.
About this module
This module is being developed for a course that introduces knowledge about students with disabilities and the purpose and system of special education to our teaching credential candidates in elementary, secondary, and special education. The principles and practice of including students with disabilities in general education classrooms, while widely accepted, have been hampered by some entrenched, long-standing notions of “who should be there”. Lowered expectations, segregated instructional groups, and instructional strategies that are counter to cultural ways of knowing are examples of these often-unexamined ideas. The module will focus on how the intersectionality of disability and other identities, in particular the racial, ethnic, and language identities of students in our schools, contributes to exclusion and stigmatizing. Dr. Kimberle` Crenshaw, in a recent interview, explained her current meaning of the term “intersectionality” as, “It’s basically a lens, a prism, for seeing the way in which various forms of inequality often operate together and exacerbate each other” (Steinmetz, 2.20.20). In this module, candidates will start to learn about the assets and inequities that a focus on intersectionality can illuminate, and how this learning will affect their future work in classrooms.
The goals of the module will be for students to:
- Build awareness of historic and current systemic inequities and discriminatory practices in the identification and instruction of children and adolescents with disabilities.
- Learn how to recognize educational practices that mitigate against effective inclusion of students with disabilities in general education classrooms, including recent challenges and inequities due to the pandemic.
- Learn about the assets of community and identity that intersectionality can illuminate, and how to infuse these into their inclusive classrooms.
- Learn and practice evidence-based equitable ways to design lessons, environments, and assessment of learning.
The module will be taught over three university class sessions. Seminal readings and meaningful activities will be tied to practical applications for these preservice teachers, while provoking personal and professional explorations of held ideas. The understandings that the module is intended to elicit will serve as essential bases for the rest of the course, which develops knowledge and skills in lesson design using Universal Design for Learning principles as well as the devising of adaptations to instruction and materials, all essential to the truly inclusive classroom. The course then finishes with a panel discussion with parents of students with IEPs, a simulation of a collaborative conversation between a special education teacher and a general education teacher, and an introduction to teachers’ roles in Response to Intervention and Multi-Tiered Systems of Support structures.
Steinmetz, K., (2.20.20). She Coined the Term ‘Intersectionality’ Over 30 Years Ago. Here’s
What It Means to Her Today. TIME Magazine. https://time.com/5786710/kimberle-crenshaw-intersectionality/
Audience:
This module is intended for preservice teacher credential candidates in elementary, secondary, and special education. adults, instructors and educators who work with adults, particularly in higher education. In California, most teaching credentials are earned at the post-graduate level.
Length of module:
This has been designed as a three-unit sequence, to be taught in three class sessions.
Technology:
- This module can be taught in F2F, synchronous, asynchronous, or hybrid (F2F + online or synchronous + asynchronous) formats. To be taught in an asynchronous format, the instructor would need to pre-record the lectures.
- To be taught in a F2F, onsite classroom format, the classroom would need technology with internet access and the ability to project videos, powerpoints, etc.
- In a completely F2F format, assignments could be completed on paper. In other formats, students will need to use technology to complete and submit their work to their Learning Management System or directly to the instructor.
- In low-resource contexts, instructors could mail course reading materials, and students could mail back their work.
Each unit will contain descriptions of the learning objectives, content, activities and assessment measures.
“Intersectionality of disability with other identities: Implications for inclusive practices in schools.”
Unit #1: Biases and inequities in assessment and identification of students with disabilities
Objective 1: The learners will be able to identify and give examples of disability identification bias based on cultural, language, and socioeconomic factors that can produce inaccurate and harmful results.
Objective 2: The learners will demonstrate their understanding of non-biased assessment by designing a formative classroom assessment that provides culturally and linguistically diverse response choices, e.g. writing, dictating, drawing.
Content:
Ppt to be developed based on “Significant Disproportionality in Special Education: Current Trends and Actions for Impact”. NCLD (National Center on Learning Disabilities), 2020. https://ncld.org/sigdispro/
Resources/ References:
To read:
How does linguistic bias affect language evaluations?
https://www.leadersproject.org/2013/03/01/how-does-linguistic-bias-affect-language-evaluations/
Cultural bias in assessment: Can creativity assessment help? http://libjournal.uncg.edu/ijcp/article/viewFile/301/856
Top 10 UDL Tips for Assessment https://slds.osu.edu/posts/documents/top-10-udl-tips.pdf © CAST.org
Using Formative Assessment to Help English Language Learners © ASCD 2021
Activity:
As homework assigned before this module starts, students will complete the IRIS Module entitled,“ English Language Learners: Is This Child Mislabeled?” https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/case_based/IA_Is_This_Child_Mislabled.pdf
In class, students will engage in a discussion, either as a full group or in breakout groups, of how this module connects with the ppt lecture.
Assessment:
Students will demonstrate their understanding of sources and effects of bias in assessment of students with disabilities by contributing to a padlet in breakout groups on which they list all the ways that biased assessment could potentially happen in their early fieldwork or student teaching placement.
Unit #2: Understanding Intersectionality when designing instruction for students with IEPs.
Objective 1: The learner will be able to identify the academic and behavioral support needs of students from diverse cultural and linguistic backgrounds, e.g., students with cognitive deficits, specific learning disabilities, autism spectrum disorders.
Objective 2:
The learner will be able to develop a universally-designed activity for an inclusive class of elementary or secondary students. (This will be their introduction to UDL, which will be further addressed throughout the rest of the course.)
Content:
Interactive PPT: Define and describe culturally responsive pedagogy, and assets and funds of knowledge when designing lessons for students with disabilities from diverse cultural and linguistic backgrounds. Some of the slides will pose questions about their own school experiences that they can answer in the chat (on zoom) or as a direct message to me.
Activity: creative UDL lesson format and example
We will walk through an example of a universally-designed activity, and then they will design one in breakout groups.
Connecting Universal Design for Learning With Culturally Responsive Teaching
Assignment/Assessment:
Students will re-design a standard lesson activity to be linguistically, culturally, and ability-diverse and based on UDL principles. I will provide two standard lesson activities (elementary and secondary) for them to choose from.
Unit 3: Intersectionality, special education, and family empowerment
Objective #1: The learner will be able to identify possible systemic racism, linguicism, and ableism in school-wide structures.
Objective #2: Locate a one-page handout/online document for parents, in two languages (English and one other), on community and professional resources, including support groups, that demonstrates understanding of different perspectives, resources, assets and needs of families.
Content:
California Department of Education (CDE) Annual Data on numbers of students with disabilities by type of disability, grades 1-12, and ethnicity.
Videos - schools that have model practices in inclusive education, parents and their perspectives.
General education teachers’ role in inclusive education
Resources/ Reading:
Andratesha Fritzgerald, “Power and Empowerment: Honoring by Decision and Design.” CA CEEDAR Collaborative Conversation webinar, 6.25.21.
Chamberlain, S. (2005). Alfredo Artiles and Beth Harry: Issues of Overrepresentation and Educational Equity for Culturally and Linguistically Diverse Students. Intervention in School and Clinic, 41(2). https://doi.org/10.1177/10534512050410020101
Organizations offering families information about special education and inclusive education.
Assignment/Assessment:
Locate a one-page handout/online document for parents, in two languages (English and one other), on community and professional resources, including support groups, that demonstrates understanding of different perspectives, resources, assets and needs of families.