Class outline:

	Announcements, questions, and quandaries:  The book review assignment is due next week.  Come and see me if you have questions.
	Inrteractive presentation on disproportionate representation
	Small group activity: Consider the following quotes from Terman and discuss whether or not you think that the ideas he expresses are still held by people today (albeit in more up-tp-date language). On testing "the feeble-minded" (Lewis M. Terman) On the intelligence of "Indians, Mexicans, and Negroes" (Lewis M. Terman)
	Quick write: Do you believe that there is a 'level playing field' for all Americans? Why or why not
	Interactive presentation: Disproportionate rpesentation, cont.
	Minute paper

Overheads:

• PowerPoint

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Note: All of the readings, required and recommended, can be found on electronic reserves at Zimmerman library. Please contact the instructor for the course password.

Authors: Zetlin, Padron, & Wilson (1996)

1.)	What was the purpose of this study?
2.)	What are some factors that contribute to the perceived lack of parental interest in their child's education?
3.)	How can these factors be exacerbated when cultural differences are an added to the mix?
4.)	What are some reoccurring themes in the five families described in this study?
5.)	Now that you've read this article: ...what seem to be some important concepts in this reading? ...what are some new terms for you? ...what new questions do you have?

* To view PDF documents, such as the readings on reserve, you must have Adobe Acrobat Reader. Click here to download a free copy of Adobe Acrobat Reader

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Extra Resources:
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Recommended Readings on reserve:
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Campbell-Whatley, G. D., & Comer, J. (2000). Self-concept and African-American student achievement: Related issues of ethics, power and privilege. Teacher Education and Special Education, 23(1), 19-31.
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Day-Vines, N. L. (2000). Ethics, power, and privilege: Salient issues in the development of multicultural competencies for teachers serving African American children with disabilities. Teacher Education and Special Education, 23(1), 3-18.
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de Valenzuela, J. S., Connery, M. C., & Musanti, S. I. (2000). The theoretical foundations of professional development in special education: Is sociocultural theory enough? Remedial and Special Education, 21(2), 111-120.
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Delgado-Gaitan, C., & Trueba, H. (1991). Crossing cultural borders: Education for immigrant families in America. London: The Falmer Press.
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Figueroa, R. A. (1999). Special education for Latino students in the United States: A metaphor for what is wrong. In T. V. Fletcher & C. S. Bos (Eds.), Helping individuals with disabilities and their families: Mexican and U.S. perspectives (pp. 147-159). Tempe, AZ: Bilingual Review/Press.
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Harry, B. (1992). Cultural diversity, families, and the special education system: Communication and empowerment. New York: Teachers College Press.
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Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building reciprocal family-professional relationships. Baltimore, MD: Paul H. Brookes.
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Patton, J. M. (1998). The disproportionate representation of African Americans in special education: Looking behind the curtain for understanding and solutions. The Journal of Special Education, 32(1), 25-31.
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Patton, J. M., & Townsend, B. L. (2000). Ethics, power, and privilege: Neglected considerations in the education of African American learners with special needs. Teacher Education and Special Education, 22(4), 276-286.
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Rhodes, R. L. (1998, October). An introduction to school psychology and special education services in Mexico. Paper presented at the annual BorderWalking Conference, Las Cruces, New Mexico.
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Rist, R. C. (2000). HER Classic: Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 70(3), 266-301.
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Rueda, R. (1989). Defining mild disabilities with language-minority students. Exceptional Children, 56(2), 121-128.
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Sleeter, C. (1987). Literacy, definitions of learning disabilities, and social control. In B. M. Franklin (Ed.), Learning disabilities: Dissenting essays (pp. 67-87). London: The Falmer Press.
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Townsend, B. L., & Patton, J. M. (2000). Reflecting on ethics, power, and privilege. Teacher Education and Special Education, 23(1), 32-34.
Trueba, H., Jacobs, L., & Kirton, E. (1990). Cultural conflict and adaptation: The case of Hmong children in American society. New York: The Falmer Press.
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Utley, C. A., Delquadri, J. C., Obiakor, F. E., & Mims, V. A. (2000). General and special educators' perceptions of teaching strategies for multicultural students. Teacher Education and Special Education, 23(1), 34-50.