Cultural and Familial Factors in SPED

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Cultural and Familial Factors in SPED by Mind Map: Cultural and Familial Factors in SPED

1. Factors

1.1. Majority Factors

1.2. State/Federal Policy Factors

1.3. Community Factors

1.4. School Factors

1.5. Family Factors

2. Disproportionality

2.1. Microcultures

2.1.1. Racial/Ethics High-Judgment categories African American, American Indian/Alaska Native and Hispanic students.

2.1.2. Language Cultural points Hispanic, Native American and Asian students

2.1.3. Socio-economic status Income Considerations African American, American Indian/Pacific Islander, and Hispanic

3. Culturally Responsive Practices

3.1. Helpful strategies

3.1.1. Organize the Physical Environment in the classroom Display posters of a variety of cultural groups and arrange desks in groups to encourage social interaction

3.1.2. Provide behavior expectations for your class Help students develop 3 to 5 rules and then demonstrate and practice them.

3.1.3. Communicate in a consistently culturally manor Use directive instead of politeness formulas as well as effective "control statements".

3.1.4. Create a caring inclusive classroom Greet students with their cultural phrases, convey high expectations and use collaborative learning activities.

3.1.5. Work with students' families Know parents' perspective regarding school involvement and use it to make mutual accommodations regarding behavior expectations.

3.2. Characteristics

3.2.1. Gain knowledge and implement culture roles of your students. Discover students' cultural roles and implement it into teaching

3.2.2. Continually review personal teaching methods for cultural bias. Explore different cultural methods that enhance learning.

3.2.3. Develop cultural self awareness Contemplate your biases, stereotypes and prejudices.

3.2.4. Encourage students to develop their own cultural strengths. Use student-centered instruction

3.2.5. Expand knowledge and experiences of other cultures Attend cultural festivals and activities. Get to know people from other cultures. Follow international news and if possible visit other countries.

4. Working with Families

4.1. Developing Partnershihps

4.1.1. Verbal, nonverbal or written positive communication between partners.

4.1.2. Highly qualified professional

4.1.3. Have respect for one another

4.1.4. Make a commitment to each other.

4.1.5. Each partner has an equal opportunity to influence decisions.

4.1.6. Each shares in taking advocacy on a personal, organizational or societal level.

4.1.7. Form trust between partners

4.2. Empowering Families

4.2.1. Share resources with families.

4.2.2. Improve family participation in IEP conferences.

4.2.3. Assist in friendships between children with disabilities and general education students.

4.2.4. Support to parents in providing them assistance with their child's homework.

4.2.5. Advocate for students and families.

4.2.6. Encourage families to assist in classrooms.