Cultural and Familial Factors in Special Education

Daniel Kliger SPED 802 Cultural and Familial Factors in Special Education

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Cultural and Familial Factors in Special Education by Mind Map: Cultural and Familial Factors in Special Education

1. Cultural Factors

1.1. Expectations are culturally embedded

1.1.1. Performing classroom expectations is critical for receiving positive teacher attention

1.1.1.1. Positive experiences lead to more positive experiences

1.1.2. Failing to perform classroom expectations brings negative consequences

1.1.2.1. Negative experiences lead to more negative experiences

1.2. Background knowledge is culturally embedded

1.2.1. Huge boost for classroom contributions

1.2.2. Critical for reading

1.2.3. Critical for engagement

1.2.4. Critical for meaning making

1.2.5. Freire: Pedagogy of the Oppressed "World and the Word"

1.3. Appropriate behaviors are culturally embedded

1.3.1. Inappropriate behaviors lead to peer consequences

1.3.2. Inappropriate behaviors lead to negative school experiences for student

1.4. Social skills are culturally embedded

1.4.1. Peer interactions are key for academic success

1.4.2. Self esteem is critical for executive functioning

1.4.2.1. executive functioning is critical to academic success

1.4.2.2. self-regulation

1.4.2.3. self-discipline

1.5. Cultural poverty/wealth

1.5.1. Empowered culture decides what is wealth/poverty

1.5.1.1. Usually self-reinforcing

1.5.1.2. Cultural power often coincides with economic advantage

1.5.1.2.1. economic advantages can correlate with early childhood environment

1.5.2. Cultural bias

1.5.2.1. in-group favored / out-group punished

1.5.2.1.1. in-group already in! / out-group already out!

1.5.2.2. cultural factors misidentified as an individual students identity

1.5.2.2.1. what one person does (cultural bias) becomes what another person is (student with disability/disruptive student/struggling student)

1.6. dominant school culture places many students in deficit model regardless of who they are as individuals

2. Family factors

2.1. some disabilities can be partially/partly heritable

2.2. prenatal, early infancy factors in brain development

2.2.1. maybe be etiology of some disabilities

2.3. early childhood environment

2.3.1. repeated early childhood trauma

2.3.1.1. executive functioning difficulties

2.3.2. language rich/language poor

2.3.2.1. background knowledge

2.3.2.2. vocabulary

2.3.2.3. literary identity

2.3.3. economic advantages, preschool

2.4. parental messages

2.4.1. about school

2.4.2. about learning

2.4.3. about student identity

2.4.4. about disabilities

2.5. parental modeling

2.5.1. of inquiry

2.5.2. of self-regulation

2.5.3. of emotions

2.6. family response to disability

2.6.1. parental grief

2.6.2. parental isolation

2.6.3. parental guilt

2.6.4. child scapegoating

2.6.5. anxiety

2.6.6. marital stress

2.6.7. sibling conflict

3. Culturally Responsive Classroom

3.1. Values cultural differences

3.1.1. spends time learning about different cultures

3.1.2. Sees strengths everywhere

3.2. understands horizontal identity engagement

3.3. Instructional practices

3.3.1. Dialogue

3.3.2. Collaborative learning

3.3.3. Inquiry

3.3.4. Choice

3.3.5. Conversation

3.4. Restorative justice approach to discipline

3.5. explicitly teaches expectations, behaviors, and emotions rather than punish those who don't demonstrate them

3.5.1. Zones of Regulation

3.5.2. RULER

3.5.3. Responsive Classroom

3.6. Understands cultural bias and its manifestations

4. Over/underrepresentation

4.1. Overrepresented groups

4.1.1. males

4.1.2. those from households with socio-economic disadvantages

4.1.3. English language learners

4.1.4. students of color

4.2. Underrepresented groups

4.2.1. English language learners (at early elementary