Facilitators And Barriers To Cultural Competence

Facilitators And Barriers To Cultural Competence

COURSE CONTENT: 

https://www.nea.org/resource-library/developing-culturally-responsible-classroom

How Schools and Teachers Can Get Better at Cultural Competence

Challenge

https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDIV98.PDF

#1: 

Purpose: The purpose of this assignment is to examine facilitators, barriers, and possible solutions to issues of implementing cultural competence in the classroom.

Directions: Given the information you have gained from the course content:

• List and describe 5 facilitators of cultural competence in the classroom.
• List and describe 5 possible barriers to cultural competence in the classroom.
• Provide 5 possible solutions to the barriers you have listed.

#2: Purpose: Parents of  children with disabilities typically experience more stress than families who do not have children with disabilities. The purpose of this assignment is to analyze how some of these perceptions and barriers affect family involvement.

Directions:

Visit the following website: https://iris.peabody.vanderbilt.edu/module/tran/

Go through the module.

On a Word document, complete the following questions: (If you experience difficulty, go back and review the Perspectives and Resources pages in the Module).

1. What is a secondary transition?
2. Why is it important for school personnel to help students plan for post-school transitions?
3. List and describe the five components of the Taxonomy for Transition Programming.
4. Explain why self-determination is important for students with disabilities.

Read:
Jessica is a rising ninth-grade student who has a physical and intellectual disability and uses a wheelchair. Imagine you are Jessica’s general education teacher and a member of her IEP team. As part of her annual review meeting, Jessica and her team discussed her post-secondary plans. Following is some of the information the team learned during the meeting.

• Strengths:
  • Capable student who works hard to get passing grades
  • Loves the computer and catches on quickly to games and computer programs
• Short-term goals:
  • Ride the school bus to and from school (currently, parents transport her)
  • Spend more time with friends
• Post-school goals:
  • Get a job in a hospital or somewhere she can help sick people (as long as she doesn’t have to read much)
  • Live on her own or with a roommate
• Areas of need:
  • Doesn’t like to read and often doesn’t remember things she does read
• Additional information: Her parents state that she has never talked with them about her post-school goals, and they always assumed she would live with them.
•  
• 6. For each of the components of the Taxonomy for Transition Programming, recommend one or two actions you as the teacher can take to help Jessica reach her goals. Explain your responses.

  Components of Taxonomy for Transition ProgrammingActions and ExplanationsProgram StructureStudent-Focused PlanningStudent DevelopmentFamily InvolvementInteragency Collaboration

Explanation & Answer

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