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Multicultural Education and the Early Intervention Setting

Multicultural Education and the Early Intervention Setting. A Presentation for Providers Serving Students, Birth-Three, in the Child’s Natural Environment Created by Miss Nicole EDD 8409 Multicultural Issues in Special Education. Introduction.

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Multicultural Education and the Early Intervention Setting

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  1. Multicultural Education and the Early Intervention Setting A Presentation for Providers Serving Students, Birth-Three, in the Child’s Natural Environment Created by Miss Nicole EDD 8409 Multicultural Issues in Special Education

  2. Introduction “Culture and socio-economic status are important variables that have an impact on the Individualized Family Service Plan process. Although cultural identity cannot be used as a criterion for making generalizations, sensitivity to differences in cultural values, beliefs, and practices is critical for effective family-professional partnership” (DeGangi, Wietlisbach, & Poisson, 1994).

  3. Foundational Information “The field of early childhood special education endorses a family-centered approach that reflects and integrates what’s meaningful to families and forms partnerships between families and professionals. The task of providing family-centered services should begin, in much the same way as most other efforts to support young children’s development, by identifying strengths and building on them” (Puig, 2012, p. 325).

  4. Foundational Information “When working with young children, we first assess their current capacities, and whether they are motor skills, socialization skills, or other abilities across developmental domains, we use them as a foundation to build upon. The same approach should be applied to working with children and families. Family languages, culture, values, and strengths should be identified and applied to the nurturance and support of children and families” (Puig, 2012, p. 325).

  5. Background Information “The nature of family–professional relationships in early intervention has changed significantly since the days when service provision was professionally-dominated in the 1950s and early 1960s. Due to the emergence of various theoretical perspectives, legislation, and supporting empirical evidence, professionals have had to reconsider their positions as the unquestioned experts and acknowledge the valuable insight families bring to intervention”(Gardiner & French, 2011, p. 34).

  6. Background Information “Families of young children with special needs are now involved in all aspects of intervention as professionals strive to collaborate with them in family-centered ways.Employing family-centered practices with those who are culturally diverse, however, can present unique challenges for professionals” (Gardiner & French, 2011, p. 34).

  7. The Natural Environment Provision of services within children’s natural environments, as mandated in Part C of IDEA, was intended to change both the location and the contextfor delivery of services and support (Woods, Wilcox, Friedman, & Murch, 2011).

  8. The Natural Environment “How does one determine what constitutes the natural environment as a context for early intervention service delivery for students living in culturally diverse families and communities?” (Sylva, 2005, p. 26)

  9. The Natural Environment The definition of the natural environment has evolved to include: • daily routines • activities • locations …that are relevant to each individual family. “The services and the supports provided in this context should be relevant to the family’s needs and developmentally appropriate” (Sylva, 2005, p. 26).

  10. Be the Change It is the responsibility of the service provider, and the service provider alone, to pursue and apply continuing education knowledge regarding multicultural education to their early intervention practice (Campbell & Sawyer, 2009).

  11. Cultural Influences Understanding cultural influences in relation to the family system increases the likelihood that interventions will be appropriate. Special topics to explore include: • “views of children and child rearing, • views of disability and its causation, • views of change and intervention, • views of medicine and healing, • views of family and family roles, and • language and communication style” (Sylva, 2005, p. 27).

  12. Cultural Competence To consider: “Cultural competence requires self-awareness and understanding the client's community and specific risk and resiliencyfactors” (Withrow, 2008, p. 245).

  13. Cultural Competence Areas of Difficulty: • “cultural differences in definitions and interpretations of disabilities; • cultural differences in family coping styles and responses to disability-related stress; • cultural differences in parental interaction styles, as well as expectations of participation and advocacy; • differential cultural group access to information and services; • negative professional attitudes to, and perceptions of, families’ roles in the special education process; and • dissonance in the cultural fit of programs” (Harry, 2002, p. 136).

  14. Family Involvement “It is imperative that providers adopt and use strategies that promote learning within existing family activities and routines in ways that are family centered and meaningful for the family” (Salisbury, Woods, & Copeland, 2010, p.132).

  15. Family Involvement Scaffolding strategies: • “Expanding on the caregiver’s idea • Color commentary • Reflective suggestion • Linking information sharing to family priorities • Naming the dilemma • Hypothesizing and experimenting” (Woods, Wilcox, Friedman, & Murch, 2011, p. 388-390).

  16. Family Involvement Scaffolding strategies (continued): • “Commenting • Performance feedback • Reflective feedback • Self-disclosure • Notes and planning” (Woods, Wilcox, Friedman, & Murch, 2011, p. 388-390).

  17. Family Involvement “A learning cycle for parent-implemented embedded intervention. This figure demonstrates the process for using coaching strategies in everyday routines” (Woods, Wilcox, Friedman, & Murch, 2011, p. 385).

  18. Additional Considerations The results of the research study conducted by Morgan, Farkas, Hillemeier, and Maczuga, (2012) indicate that “by 48 months of age, minority children are disproportionately underrepresented in early intervention and early childhood special education. Underrepresentation was evident both before and after statistical control for a wide range of potentially confounding factors (e.g., gender, socio-economic status, low birth weight, relative numeracy and receptive language knowledge, frequency of problem behaviors). Follow-up analyses yield consistent evidence of underrepresentation; racial-ethnic minorities were less likely than whites to be evaluated and diagnosed by professionals as having communication, attention, or learning problems” (Morgan, Farkas, Hillemeier, & Maczuga, 2012, p. 347).

  19. References Campbell, P., & Sawyer, L. (2009). Changing Early Intervention Providers' Home Visiting Skills Through Participation in Professional Development. Topics In Early Childhood Special Education, 28(4), 219-234. DeGangi, G. A., Wietlisbach, S., & Poisson, S. (1994). The impact of culture and socioeconomic status on family-professional collaboration: challenges and solutions. Topics In Early Childhood Special Education, 14503-520. Gardiner, E., & French, C. (2011). The Relevance of Cultural Sensitivity in Early Intervention. Exceptionality Education International, 21(3), 34-49. Harry, B. (2002). Trends and Issues in Serving Culturally Diverse Families of Children with Disabilities. Journal Of Special Education, 36(3), 131-147. Morgan, P., Farkas, G., Hillemeier, M., & Maczuga, S. (2012). Are Minority Children Disproportionately Represented in Early Intervention and Early Childhood Special Education?. Educational Researcher, 41(9), 339-351.

  20. References Puig, V. (2012). Cultural and Linguistic Alchemy: Mining the Resources of Spanish-Speaking Children and Families Receiving Early Intervention Services. Journal Of Research In Childhood Education, 26(3), 325-345. Salisbury, C., Woods, J., & Copeland, C. (2010). Provider Perspectives on Adopting and Using Collaborative Consultation in Natural Environments. Topics In Early Childhood Special Education, 30(3), 132- 147. Sylva, J. A. (2005). Issues in Early Intervention: The Impact of Cultural Diversity on Service Delivery in Natural Environments. Multicultural Education, 13(2), 26-29. Withrow, R. L. (2008). Early Intervention With Latino Families: Implications for Practice. Journal Of Multicultural Counseling & Development, 36(4), 245-256. Woods, J. J., Wilcox, M., Friedman, M., & Murch, T. (2011). Collaborative Consultation in Natural Environments: Strategies to Enhance Family-Centered Supports and Services. Language, Speech & Hearing Services In Schools, 42(3), 379-392.

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