NotesFAQContact Us
Search Tips
ERIC Number: ED222006
Record Type: RIE
Publication Date: 1981
Pages: 24
Abstractor: N/A
Reference Count: 0
Planning for a Culturally Sensitive Program.
Cooper, Joy Hicks
Intended for administrators, program planners, teachers, paraprofessionals and other personnel involved in special education, the booklet provides guidelines for working with culturally diverse children. Three philosophical positions regarding the culturally different are separatism (which maintains that children should be separated from one another on the basis of their ethnic gackground), the melting pot approach (which states that culture traits from distinct cultural groups should be allowed to merge), and cultural pluralism (which proposes that values, standards, and worth of all cultures must be allowed to exist within one society). Cultural pluralism is probably the most compatible with the national trend toward individualized programs for special preschoolers. Ten special needs in programs for culturally diverse children include the need to acknowledge whites from low socioeconomic backgrounds as culturally different, the need to expand program content to reflect the cultural variety of the population, and the need to involve parents in educating their children. In working with special preschoolers from minority backgrounds, it is important to keep in mind the fact that curriculums in special education have been systems of highly varied learning experiences with clearly articulated goals and objectives with the purpose of helping each child function better in the environment. Among the criteria for selecting curriculums are relevancy of goals, comprehensiveness, provisions for individualized and group instruction, remedial focus, validity and reliability, appropriateness, functional purpose, and the child's home, community and language. In modifying curriculums for culturally different children, different materials and languages, styles, and expectations need to be explored. A list of programs using three models (diagnostic-prescriptive, Piagetian, and behavioral) is appended, and a bibliography is offered. (SW)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: North Carolina Univ., Chapel Hill. Technical Assistance Development System.
Identifiers: N/A
Note: For related documents, see EC 150 072-077.