paint_transparent4.png Sheri Kingsdorf, Ph.D., BCBA-D Institute for Research in Inclusive Education Masaryk University 1 A snapshot from my personal experience with diversity: Culturally responsive practices & the Czech Republic paint_transparent1.png Goals ×Describe culture. ×Define the relationship between diversity and inclusive education. ×Select culturally responsive teaching practices. ×Identify how cultural responsiveness can be incorporated into classroom management. paint_transparent1.png Culture ×A human-made construct. ×Ideas, customs, and behaviors of a group of people. ×Cultural identity may include these: ×Race, ethnicity, age, geographic region, sexuality, religion, social status, language and ability. (Liang & Zhang, 2009) https://www.tandfonline.com/doi/full/10.1080/09500790903082354?casa_token=j_7rU8vtLJMAAAAA:WQ5Lszw6 R4wPVm0BM7UczL5_q4o8Fttp9k7zjWrejSYYVSvZ4wMsWaM_a5J89lJeFxhsxKofg_7A paint_transparent1.png Poll With which of the following categories do you most strongly identify? A.Czech B.European C.White D.None of these. CRT 1 paint_transparent1.png Personal identification At some point in my life: ×Ashkenazi Jew ×Female ×White ×Agnostic ×Mother ×American ×Behavior analyst ×Teacher paint_transparent1.png Cultural Competence ×A set of behaviors, skills, attitudies, and abilities that enable you to teach effectively across cultures. ×Includes: ×Humility ×Open mindedness ×Positive disposition toward diversity ×Comfort in cross-cultural interactions (Ukpokodu, 2001) https://www.tandfonline.com/doi/full/10.1080/01626620.2011.627033?casa_token=XAIoz7jw9QIAAAAA:ZuF7L 0u40Vh6gaxVIiiOi0Cqm9LvRIziRGn9gvT0ct67udp3GQkDVr5UncUQurMiOoeYZWh6gqLN paint_transparent1.png Poll How much do you think cultural competence is being demonstrated in Czech schools? A.All of the time B.Some of the time C.None of the time CRT 1 paint_transparent1.png Diversity ×Differences among groups of people and individuals based on : ×Ethnicity ×Race ×Socioeconomic status ×Gender ×Exceptionalities ×Language ×Religion ×Sexual orientation ×Geographical area https://www.tandfonline.com/doi/full/10.1080/09500790903082354?casa_token=j_7rU8vtLJMAAAAA:WQ5Lszw6 R4wPVm0BM7UczL5_q4o8Fttp9k7zjWrejSYYVSvZ4wMsWaM_a5J89lJeFxhsxKofg_7A paint_transparent1.png Diversity Awareness in Education Recognizing these differences to: ×Avoid misreading interactions, communications, and relationships. ×Avoid misreading student aptitudes, attitudes, abilities, intentions, and behaviors. ×Avoid using unsupported discipline or teaching practices. (Ukpokodu, 2001) https://www.tandfonline.com/doi/full/10.1080/01626620.2011.627033?casa_token=XAIoz7jw9QIAAAAA:ZuF7L 0u40Vh6gaxVIiiOi0Cqm9LvRIziRGn9gvT0ct67udp3GQkDVr5UncUQurMiOoeYZWh6gqLN paint_transparent1.png In the context of being a student, have you experienced teaching practices that recognized your diversity (difference)? A.Yes B.No C.I am not sure. D.I do not identify with a category of diversity. Poll CRT 1 paint_transparent1.png Mother of a minority ×Good luck figuring out what is going on! ×No one-on-one communication ×Most signs handwritten ×Difficulty using a translator app ×No emails sent or replied to ×Communication through child or other parents ×Cultural differences ×Changing of clothes ×Slippers ×Birthdays ×Holidays Sharing specific experiences here. paint_transparent1.png Brno is recognizing diversity in the education system! paint_transparent1.png But then…. paint_transparent4.png What pre-service teachers at MUNI (initially) think about culture, diversity, and teaching….. paint_transparent3.png paint_transparent1.png Education & Diversity in CR ×We’ve looked at foundations of diversity and culture- and touched upon awareness. ×Personal experiences have been shared. ×What’s next? …. A look inward! paint_transparent1.png To build awareness... A look at bias ×A cause for prejudice for or against someone or something ×Can manifest as feelings and actions ×Common, and generally accepted, bias example: ×Your parents thinking that you are the most beautiful child in your class photo ×Unaccepted bias example: ×Your parents thinking that you are better at math than your sister because you are male paint_transparent1.png Poll Be honest, do you think you have hidden biases? A.Yes B.No C.I don’t know CRT 1 paint_transparent1.png What do your think? paint_transparent4.png Hidden Biases Assessment Take a few moments to look at the shared assessment document and complete it on your own. paint_transparent1.png Hidden Biases & Teaching Identifying your hidden biases is important as a human and a teacher! ×All teachers, regardless of location, are likely to encounter diversity. ×Diversity is more than meets the eye. What differences might you not see? paint_transparent1.png Education & Disability ×Diversity is inclusive of disability. ×In the world of education we encounter diversity in many realms- disability is likely to be one of them. ×Practicing cultural competence and diversity awareness aligns with inclusive educational practices. But it does not end there….. paint_transparent1.png Do you think there is a problem with the over representation of RCELD students in special education? A.Yes B.No C.I am not sure Poll CRT 2 paint_transparent1.png Disproportionality in Behavioral Interventions (and SPED) ×Over representation of students with racial, cultural, ethnic, and linguistic diversity (RCELD) in special education has been an ongoing problem. ×Racial, cultural, ethnic, and linguistic diversity is not a need for special education services- it is not a problem with the learner. The environment needs to be adjusted: ×Changing teaching practices ×Modifying curriculum ×Being data driven ×Using empirically validated approaches (Fiedler et al., 2008) https://journals.sagepub.com/doi/pdf/10.1177/004005990804000507 paint_transparent1.png So… Understanding culture, diversity, and effective behavior change are important to: ×Promote the success of all students ×Make sure that “behavior issues” are not mistaken for disability ×Ensuring that you are being a culturally responsive educator focusing on making the environment most welcoming for the behaviors you want to see in the classroom. paint_transparent4.png STRATEGIES FOR SUCCESS! paint_transparent1.png Diversity Practice in Education ×Culturally responsive teaching as using students’ backgrounds, social experiences, and prior knowledge in daily lessons. ×Using imaginative practices where children bring their own backgrounds as capital to producing, enacting, and directing. ×Having students create artwork that reflects their worldview in response to a current event. ×Follow the contemplative art making with story telling. (Iyer & Ramachandran, 2019) file:///C:/Users/Sheri/Downloads/83-Article%20Text-355-2-10-20190810.pdf paint_transparent1.png Checklist for Addressing this Disproportionality (Fiedler et al., 2008) paint_transparent1.png Diversity practices in behavior change: PALS ×Positive behavior, interactions and learning environment in school- PALS. ×Promote social competence through positive behavior support and to prevent and reduce problem behavior in students using a PBIS model. ×Application of social learning principles. ×Goal to decrease anti-social behavior by teaching the ability to handle social interactions. ×Focuses on helping immigrant children be successful in school. (Ogden et al., 2007) paint_transparent1.png Culturally Responsive Classroom Management ×Not about compliance and control, but creating an environment where everyone can access learning within the space. ×Behavior problems, associated with the need for classroom management strategies, often consider the diversity focus to be disability centered, but there is a lot more to consider. ×The goal is to get to the point where desired behavior occurs as a result of social responsibility. ×Generally a 5 part strategy. (Metropolitan Center for Urban Education, 2008) https://research.steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%2 0Mgmt%20Strat2.pdf paint_transparent1.png Culturally Responsive Classroom Management Part 1: Recognition of one’s own cultural biases. ×Explore your own attitudes towards other cultures. ×Consider how your perceptions could result in identifying a behavior problem or disability when one is not really present. (Metropolitan Center for Urban Education, 2008) https://research.steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%2 0Mgmt%20Strat2.pdf paint_transparent1.png Culturally Responsive Classroom Management Part 2: Knowledge of students’ cultural backgrounds. ×Needed for skills of cross-cultural interactions. ×Have students create projects to share their backgrounds. ×Make connections with the family (e.g., home visits). (Metropolitan Center for Urban Education, 2008) https://research.steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%2 0Mgmt%20Strat2.pdf paint_transparent1.png Culturally Responsive Classroom Management Part 3: Awareness of the broader, social, economic and political context. ×Consider how certain policies or practices in discipline might discriminate against certain children. ×Engage children in the discussion on and development of classroom rules. (Metropolitan Center for Urban Education, 2008) https://research.steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%2 0Mgmt%20Strat2.pdf paint_transparent1.png Culturally Responsive Classroom Management Part 4: Ability and willingness to use culturally appropriate management strategies ×Evaluate how current classroom management practices might be blocking access to learning for certain students. ×Creating appropriate goals and expectations while working with families. ×Setting up the classroom environment to welcome all learners (e.g., maps of different regions, welcome signs in different languages). ×Assume that regardless of cultural differences parents care about the education of their children. (Metropolitan Center for Urban Education, 2008) https://research.steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%2 0Mgmt%20Strat2.pdf paint_transparent1.png Culturally Responsive Classroom Management Part 5: Commitment to building caring classroom communities. ×Spending some time on rapport building. ×Creating a positive learning experience. ×Showing your enthusiasm for the unique qualities of your students (e.g., languages spoken). (Metropolitan Center for Urban Education, 2008) https://research.steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%2 0Mgmt%20Strat2.pdf paint_transparent1.png Cultural Awareness Skills in Practice ×Develop self-awareness of own cultural systems. ×Talking about your behavior can help achieve self-awareness. ×Practice scientific mindfulness. ×Undivided attention on the data from the family. ×When interventions are not being followed by families, and therefore unsuccessful, consider if the plan is not culturally appropriate. ×Conduct an analysis of cultural identity and use it to inform treatment planning. ×May involve a wider community than typical. (Fong et al., 2016) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4788642/ paint_transparent1.png General strategies ×Data based decision making - using the data instead of your own judgement. ×Culturally-representative (but not stereotyped) materials. ×High expectations for everyone! ×Talk about implicit biases and educate others on their impact. (Capatosto, 2015) paint_transparent1.png General strategies ×Using materials that counter stereotypes. ×Using materials that share diverse cultural values. ×Heterogeneous grouping. ×True classroom inclusion. ×Clear behavior expectations (observable and measurable). (Capatosto, 2015) (Cramer & Bennett, 2015, p.23) Culturally Responsive PBIS Checklist paint_transparent1.png Parent Involvement & Cultural Responsiveness (Leverson et al., 2016, p. 32) paint_transparent1.png Cultural Responsiveness- Student Perspective (Leverson et al., 2016, p. 40) paint_transparent1.png Culturally Responsive Elaboration (Leverson et al., 2016, p. 12) paint_transparent4.png What might you take away for your future teaching practices? Here is what others at MUNI have…. paint_transparent3.png paint_transparent1.png Remember... ×Diversity exists in the classroom- even in the Czech Republic ×Recognize your own biases before entering the classroom ×Select teaching strategies that support all students- regardless of their differences paint_transparent4.png THANK YOU!!!! If you want to know more…. sherikingsdorf@mail.muni.cz paint_transparent1.png References “A-ha” Activities for Unconscious Bias Training | Include-Empower.Com. (2018, August 16). Retrieved March 5, 2020, from Include-Empower.Com website: https://cultureplusconsulting.com/2018/08/16/a-ha-activities-for-unconscious-bias-training/ Capatosto, K. (2015).Strategies for addressing implicit bias in early childhood education.Retrieved from Kirwan Institute for the Study of Race and Ethnicity. http://kirwaninstitute.osu.edu/wp-content/uploads/2016/04/Implicit-Bias-Strategies-Early-Childhood. pdf Cramer, E. D., & Bennett, K. D. (2015). Implementing Culturally Responsive Positive Behavior Interventions and Supports in Middle School Classrooms. Middle School Journal, 46(3), 18-24. Fiedler, C. R., Chiang, B., Van Haren, B., Jorgensen, J., Halberg, S., & Boreson, L. (2008). Culturally responsive practices in schools: A checklist to address disproportionality in special education. Teaching Exceptional Children, 40(5), 52-59. Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the cultural awareness skills of behavior analysts. Behavior Analysis in Practice, 9(1), 84-94. Iyer, I. N., & Ramachandran, S. (2019). Diversity consciousness in the classroom: A case for opening new spaces and generating ‘new’ knowledge for critical literacy using imaginative practices. Journal of Pedagogical Research, 3(2), 63. Leverson, M., Smith, K., McIntosh, K., Rose, J., & Pinkelman, S. (2016). PBIS cultural responsiveness field guide: Resources for trainers and coaches. Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports. Liang, X., & Zhang, G. (2009). Indicators to evaluate pre-service teachers’ cultural competence. Evaluation & Research in Education, 22(1), 17-31. Lu, W. (2016, September 26). 13 Microaggressions People With Disabilities Face On A Daily Basis. Retrieved March 5, 2020, from Bustle website: https://www.bustle.com/articles/186060-13-microaggressions-people-with-disabilities-face-on-a-daily -basis Metropolitan Center for Urban Education. (2008). Culturally responsive classroom management strategies. NYU Steinhardt School of Culture, Education, and Human Development. Retrieved from http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20St rat2.pdf Ogden, T., Sørlie, M. A., & Hagen, K. A. (2007). Building strength through enhancing social competence in immigrant students in primary school. A pilot study. Emotional and behavioural difficulties, 12(2), 105-117. Santos Rego, M. A., & Moledo, M. D. M. L. (2005). Promoting interculturality in Spain: assessing the use of the Jigsaw classroom method. Intercultural education, 16(3), 293-301. Ukpokodu, O. (2011). Developing teachers' cultural competence: One teacher educator's practice of unpacking student culturelessness. Action in Teacher Education, 33(5-6), 432-454.