1. Chapter Three
Who are Today’s
Students in a
Diverse Society?

2. Sources of Student Diversity
• Racial, ethnic, and cultural backgrounds
• Language (other than English)
• Academic abilities, achievements, and learning
styles
• Diverse needs (develop at different rates)
• Gender
• Sexual orientation
• Socioeconomic backgrounds
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3. Race and Ethnicity
Ethnicity Race
• Racial similarity or • Common ancestry &
difference physical
• Common culture characteristics
– Language
– Customs
– Religion
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4. Projections of the
U.S. Population
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5. Assimilation v.
Cultural Pluralism
Cultural Pluralism Assimilation
• Each subculture • Members of
maintains its own subcultures expected
individuality to give up their own
• Seeks healthy customs and learn
interaction among American ways
diverse groups
© 2009 Wadsworth, Cengage Learning 3|5

6. Approaches to
Multicultural Education
• Teaching the exceptional and culturally different
• Human relations
• Single-group studies
• Multicultural approaches
• Multicultural social justice
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7. Culturally Responsive Teaching
• Takes a social justice perspective
• Responds to conflicts of communication styles,
expectations between students and teacher or
school
– Equity pedagogy
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8. VIDEO CASE: Culturally Responsive Teaching
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9. ELL Student Language Backgrounds
• Spanish - 77%
• Vietnamese - 2.4 %
• Hmong - 1.8 %
• Korean - 1.2 %
• Arabic - 1.2 %
• French (Haitian) Creole - 1.1 %
• Cantonese - 1.0 %
• All others together - less than 1%
© 2009 Wadsworth, Cengage Learning 3|9

10. Bilingual Education Models
Immersion Teaching is in English
E Short-term or pull-out English lessons;
may be used with immersion
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11. Howard Gardner’s
Multiple Intelligences
Eight distinct intellectual capacities:
• Verbal/Linguistic • Logical-mathematical
• Spatial • Bodily-kinesthetic
• Musical • Interpersonal
• Intrapersonal • Naturalist
• Tentative identification of
a ninth intelligence
(existential) that
Gardener is currently
trying to validate
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12. Four Basic Learning Styles
• Visual - seeing
• Auditory - hearing
• Kinesthetic - moving
• Tactile - touching
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13. Specific Disabilities Among Children
Age 6-21
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14. Six Principles of
Special Education
• Six principles provide the framework of IDEA
(Individuals with Disabilities Education Act ),
around which education services are designed
and provided to students with disabilities:
• Free appropriate public education
• Appropriate evaluation
• Individualized Education Program (IEP)
• Least restrictive environment
• Parent and student participation in decision
making
• Procedural safeguards
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15. Mainstreaming and Inclusion
Inclusion Mainstreaming
• Students in regular • Students with
school and disabilities in
classroom as general education
much as possible classrooms for at
• Brings services to least part of the
the child in the day.
classroom. • Additional classes,
services as
needed
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16. VIDEO CASE: Inclusion: Classroom
Implications for the General and Special
Educator
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17. Guidelines for Teaching
Students With Disabilities
• Be open to including students with disabilities in
your classroom
• Learn each child’s limitations and potential
• Learn instructional methods & technology that
can help each child
• Insist that needed services be provided
• Use a variety of teaching strategies
• Co-teach with a special education teacher
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18. Acceleration and Enrichment for Gifted
and Talented Students
Enrichment Acceleration
• Go beyond regular • Learn regular
curriculum curriculum at a pace
• Greater depth and commensurate with
breadth abilities
• Individual or • Progress to advanced
collaborative inquiry materials faster than
activities age norms or grade
• Develop problem- levels
solving abilities
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19. Guidelines for Teaching Gifted and
Talented Students
• Provide teaching that allows use of the regular class as a
forum for research, inquiry, and projects
• Encourage curiosity and confidence
• Allow exploration beyond standard curriculum
• Differentiate instruction
• Help students develop the skills required for self-directed
learning
• Group students of varying ability levels by interest for
cooperative projects
• Teach complex thinking processes
• Look for alternative curriculum materials
• Implement curriculum compacting
• Match students with mentors
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20. Glasser’s Choice Theory
• Students make choices to satisfy basic needs
– Survival
– Love and Belonging
– Power
– Freedom
– Fun
• Class works better if teachers plan learning
activities that help satisfy, instead of frustrating,
needs
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21. VIDEO CASE: Motivating Adolescent Learners:
Curriculum Based on Real Life
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22. Promoting Gender Equity
• Have high expectations for all students, boys and girls.
• Organize classroom, technology schedules so students
don’t segregate or monopolize by sex.
• Avoid biased instructional materials.
• Examine and address, if needed, the frequency with
which students are called on and the kind of responses
teachers provide.
• Eliminate sex-stereotyped assignments & tasks.
• Structure learning to give girls equal opportunity to
participate.
• Model sex-equitable behavior.
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23. VIDEO CASE: Gender Equity in the
Classroom: Girls and Science
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24. Making School Safer for Students of All
Orientations
• Establish classroom guidelines against name-
calling.
• Respect different points of view.
• Make no assumptions about students’ families
or their sexual orientations.
• Be a role model; treat all students with respect
and dignity.
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25. Teaching Your
Diverse Students
• Seek out experiences to broaden your cultural and
societal understanding.
• Spend time with people who differ from your ethnicity,
culture, or language.
• Volunteer in schools that differ from those you attended.
• Learn about and appreciate the values and backgrounds
of your students.
• Teach to your students’ strengths.
• Provide a variety of educational experiences.
• Involve students’ families. Respect values of both school
and families.
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