.Cultural and Linguistic Diversity in Mental Retardation
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    Special Education 593(310): Cultural and Linguistic Diversity in Mental Retardation -- Syllabus

    Time: June, 2002, Monday-Friday 9:20-11:20 (3 credit hours)
    Location: Dane Smith Hall 331
    Instructor: Julia Scherba de Valenzuela, Ph.D.
    Office: Education Office Building, rm. 206
    E-mail: devalenz@unm.edu
    Phone: 277-1406
    Fax: 277-7228
    Web site: http://www.unm.edu/~devalenz/
    Office Hours: Monday-Thursdays 11:30-12:30 on a drop-in basis (no appointment needed).
    *****Please make an appointment with me if this time does not work for you.

    The following components are included in this on-line syllabus:

    • course overview
    • rationale
    • course objectives
    • readings
    • course design
    • class schedule
    • mission statements
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    Course Overview
    Course Description:
    This course will explore a wide range of issues, topics, and academic literature as a way of constructing an understanding of this area which has not received much attention among researchers: cultural and linguistic diversity among individuals with mental retardation. Perspectives from bilingual education, first and second language development, mental retardation, and bilingual special education will all be brought to bear on this topic.
     
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    Rationale:
    The mission of the College of Education is to advance the quality of the educational experience for all learners and to educate professionals who can facilitate human growth in schools, homes, communities, and workplaces. In carrying out this mission, the College explicitly values diversity in people and perspectives. The rationale for the Mental Retardation and Severe Disabilities Emphasis: Studies in Education Equity for Diverse Exceptional Learners is supported by a shift in the major paradigm in mental retardation, severe disabilities, and bilingual special education from a solely trait-based conceptualization toward thinking about disabilities as an interaction between individuals with their unique characteristics, the different environments/contexts which individuals encounter, and needed supports. This new way of thinking forces reanalysis of structures designed to assist individuals in creating for themselves satisfying lives and challenging traditional notions of disabilities and handicaps.

    This course supports the College of Education and Mental Retardation and Severe Disabilities Emphasis frameworks by addressing student abilities within the context of a diverse society, recognizing the need to support all individuals in life-long learning, and validating all individuals, including those with disabilities, as valuable members of their communities, including their communities of learners.
     
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    Course Objectives:
    Course participants will develop an understanding of:
     
    1) the prevalence of bilingualism and cultural diversity among individuals with mental retardation and the issues of disproportionate representation in special education;
    2) the ways in which cultural and linguistic diversity are strengths for enhancing friendships, family relationships and community living;
    3) the importance of students' home language and home culture in program planning  and family support;
    4) the bilingual potential of individuals with mental retardation;
    5) educational  supports for individuals with mental retardation to live and work in bilingual and culturally diverse communities; and
    6) the design and implementation of appropriate and effective instructional environments for cultural and linguistically diverse students with mental retardation.
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    Readings

    Required Book:
    Brice, A. (2002). The Hispanic child: Speech, language, culture and education. Boston, MA: Allyn & Bacon.

    Required Readings:
    (reading packet on sale at the COE Publications Center)
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    Cloud, N. (1994). Special education needs of second language students. In F. Genesee (Ed.), Educating second language children: The whole child, the whole curriculum, the whole community (pp. 243-277). New York: Cambridge.
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    de Valenzuela, J. S. (1998). Language acquisition and the bilingual exceptional child. In L. Baca & H. Cervantes (Eds.), The bilingual special education interface (3rd ed., pp. 121-143). Upper Saddle River, NJ: Merrill.
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    Delgado-Gaitan, C. (1994). Socializing young children in Mexican-American families: An intergenerational perspective. In P. M. Greenfield & R. R. Cocking (Eds.), Cross-cultural roots of minority child development (pp. 55-86). Hillsdale, NJ: Lawrence Erlbaum.
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    Denney, M. K., Singer, G. H. S., Singer, J., Brenner, M. E., Okamoto, Y., & Fredeen, R. M. (2001). Mexican immigrant families' beliefs and goals for their infants in the neonatal intensive care unit. JASH, 26(3), 148-157.
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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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    González, N., Moll, L. C., Floyd-Tenery, M., Rivera, A., Rendón, P., Gonzales, R., & Amanti, C. (1993). Teacher research on funds of knowledge: Learning from households (Educational Practice Report 6). Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning.
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    Greenlee, M. (1981). Specifying the needs of a 'bilingual' developmentally disabled population: Issues and case studies. NABE: The Journal for the Association for Bilingual Education, 6(1), 5-76.
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    Gutierrez-Clellen, V. F. (1999). Language choice in intervention with bilingual children. American Journal of Speech-Language Pathology, 8, 291-302.
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    Hanson, M. J., Gutierrez, S., Morgan, M., Brennan, E. L., & Zercher, C. (1997). Language, culture, and disability: Interacting influences on preschool inclusion. Topics in Early Childhood Special Education, 17(3), 307-336.
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    Harry, B. (1992a). Developing cultural self-awareness: The first step in values clarification for early interventionists. Topics in Early Childhood Special Education, 12(3), 333-350.
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    Harry, B. (1992b). Restructuring the participation of African-American parents in special education. Exceptional Children, 59(2), 123-131.
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    Harry, B., Allen, N., & McLaughlin, M. (1995). Communication versus compliance: African-American parents' involvement in special education. Exceptional Children, 61(4), 364-377.
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    Harry, B., Grenot-Scheyer, M., Smith-Lewis, M., Park, H.-S., Xin, F., & Schwartz, I. (1995). Developing culturally inclusive services for individuals with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 20(2), 99-109.
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    Harry, B., Rueda, R., & Kalyanpur, M. (1999). Cultural reciprocity in sociocultural perspective: Adapting the normalization principle for family collaboration. Exceptional Children, 66(1) 123-136.
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    Kalyanpur, M., Harry, B., & Skrtic, T. M. (2000). Equity and advocacy expectations of culturally diverse families' participation in special education. International Journal of Disability, Development and Education, 47(2), 119-136.
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    Miller, J. F. (1999). Profiles of language development in children with Down syndrome. In J. F. Miller & M. Leddy & L. A. Leavitt (Eds.), Improving the communication of people with Down syndrome (pp. 11-39). Baltimore, MD: Brookes.
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    Minami, M., & Ovando, C. J. (1995). Language issues in multicultural contexts. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of multicultural education (pp. 427-444). New York: MacMillan.
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    Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.
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    Park, J., Turnbull, A. P., & Park, H.-S. (2001). Quality of partnerships in service provision for Korean American parents of children with disabilities: A qualitative inquiry. JASH, 26(3), 158-170.
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    Perozzi, J. A. (1985). A pilot study of language facilitation for bilingual, language-handicapped children: Theoretical and intervention implications. Journal of Speech and Hearing Disorders, 50, 403-406.
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    Perozzi, J. A., & Sanchez, M. L. C. (1992). The effect of instruction in L1 on receptive acquisition of L2 for bilingual children with language delay. Language, Speech, and Hearing Services in Schools, 23, 348-352.
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    Reagan, T. (2000). Non-western educational traditions: Alternative approaches to educational thought and practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum. (chapter 1)
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    Reichle, J. (1997). Communication intervention with persons who have severe disabilities. The Journal of Special Education, 31(1), 110-134.
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    Rondal, J. A. (2000). Bilingualism in mental retardation: Some prospective views. Saggi: Child Development and Disabilities, 26(1), 57-64.
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    Rueda, R. (1983). Metalinguistic awareness in monolingual and bilingual mildly retarded children. NABE: The Journal for the Association for Bilingual Education, 8(1), 55-67.
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    Sileo, T. W., & Prater, M. A. (1998). Creating classroom environments that address the linguistic and cultural backgrounds of students with disabilities. Remedial and Special Education, 19(6), 323-227.
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    Suina, J. H., & Smolkin, L. B. (1994). From natal culture to school culture to dominant society culture: Supporting transitions for Pueblo Indian students. In P. M. Greenfield & R. R. Cocking (Eds.), Cross-cultural roots of minority child development (pp. 115-130). Hillsdale, NJ: Lawrence Erlbaum.
     
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    Course Design
    Course Structure:
    This course is designed so that students will interact actively with the course material -- whole and small group discussion, rather than instructor lecture, will make up the bulk of in-class sessions. Therefore, it is imperative that students arrive at each class having thoroughly read all of the assigned readings. Graded assignments are designed to be instructional as well as providing a means of arriving at a final grade for each student. Therefore, emphasis will be placed on graded out-of-class assignments that rely on analysis, synthesis and evaluation of course materials and development of critical thinking.

    Students who require special accommodations or instructional modifications need to notify the instructor by the beginning of the semester, or as soon as difficulties become apparent, with appropriate documentation from the Student Support Services Center (277-3506), Mesa Vista Hall, Room 2021.

    Specific Course Requirements:
    Descriptions of and criteria for grading each assignment will be handed out in class. Extra copies can be obtained at the instructor's web site -- http://www.unm.edu/~devalenz/

    Assignments:
     
    1) quick writes 15 points
    2) articles summaries and resource reviews (15 points each) 45
    3) final project proposal 14
    4) final project 25
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    total number of points possible
    		 99

    The total points possible for all of the above assignments add up to 99 points. The final point will be added to the student's grade at the instructor's discretion for any assignment that goes significantly above and beyond the work of other students. This allows the instructor to assign a grade of 'A+' only in the case of the student fulfilling the stated requirements for all assignments, attending all class sessions (or making up those missed) AND performing clearly superior work on at least one assignment.

    Evaluation Procedures & Grading System:
    Final grades will be determined by a point system (X out of 100 total possible points). Fractionated grading will be used, with the following breakdown:
    A+ = 100  B+ = 88-89  C+ = 78-79
    A = 94-99      B = 84-87    C = 74-77
    A- = 90-93         B- = 80-83           F = below 74*
    * Please note that, according to UNM regulations, graduate students may not be assigned a grade of C-, D+, D, or D-. Therefore, graduate students who do not accumulate a minimum of 74 points by the end of the semester will be assigned an F.
    Incompletes and withdraws at the end of the semester will be allowed only in accordance with UNM policies. Please see the UNM catalog for a description of these policies.
    Written directions for all assignments will be provided, along with the criteria for determining point values. Extra copies of assignments will be available at the instructor’s web site at: http://www.unm.edu/~devalenz/ All written assignments will be expected to be typed and follow the American Psychological Association Manual (5th ed.) format, unless otherwise specified. A brief guide to APA is also available on the instructor's web site, under the "handouts" link.

    Policies:

      1.) Late Paper Policy:
      Late assignments will receive a one (1) point deduction for every day late, with a limit of seven days allowed. If assignments are not turned in within 1 week of the assigned date, they will not be accepted, except in the case of significant illness (doctor's note required) or major family emergency. If you will not be able to be in class, please arrange for a friend to turn in your assignment during class, have the assignment faxed to the special education office by the time/date due, or have it handed in in person to either Terri or Jo in the Special Education office (Hokona Hall 273) prior to 5 p.m. on the date due. If your assignment will be turned in at the Special Education office, please make sure that the time and date it is received are documented by the staff. Do NOT put late assignments under my office door, unless you want them accepted as turned in on the day I find them, which may or may not be the same day as you turned them in.
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      2.) Re-Writes:
      In order to be fair to all students, re-writes will not be allowed, except under extraordinary circumstances beyond the student's control. However, students are STRONGLY encouraged to talk with, e-mail questions to, and/or submit drafts to the instructor at least 1-2 weeks ahead of time, so that revisions can be made, if necessary, by the assigned due date.


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      3.) Class Attendance:
      Class attendance is mandatory - Students who miss more than 3 class sessions will be dropped from the course, regardless of the reason.  Missed class sessions can be made up with the following, turned in no later than 1 week after the missed class:
      • · a photocopy of a colleague's notes from the missed class (if available),
      • · a typed response to the assigned quick write (available on the course web site, under 'class outlines'), and
      • · a typed summary of all assigned readings for the class missed.
      In the case of missed classes during the last week of class, your make-up work is due by the last day of class. Five points will be deducted for every absence that is not made up. No excuse or documentation is necessary for missed classes.
      Late arrivals to class interrupt the learning of all students. Therefore, a point will be deducted for arriving more than 20 minutes late to class. Arriving more than 1 hour late will be considered a class absence and will need to be made up, as indicated above.


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      4.) Class Participation:
      Class participation that is conducive to the learning of all course participants is expected. Behaviors that are considered to be conducive to learning (of the student him/herself and others) include:
      • · arriving to class on time and well-prepared,
      • · paying attention to instructor and/or other students when they are speaking,
      • · turning off the ringer of your cellular phone and not taking calls within the classroom (please step out in the hall to speak if you must answer an emergency call),
      • · use of appropriate and non-offensive language during class and in written class assignments,
      • · demonstrating cooperation with and respect for the instructor and peers during class discussions,
      • · actively participating, on-topic, during small group activities, and
      • · showing consideration for other students' need for alternative teaching strategies.
      I expect students to demonstrate consistently positive class participation. Frequent and/or significant failure to fulfill these expectations will result in the student being dropped from the course. The following four areas are defined below:
      • Respect for self and others
      • Positive contribution to the group
      • Listening
      • Openness
      Respect for self, colleagues and instructor is shown by: 1) following group norms during discussions, 2) consistent use of oral and body language that is professional, and 3) frequent reference to classmate's opinions and perspectives in class discussion in a positive and supportive manner.
      Positive contribution to the group is demonstrated when: 1) the quantity of contributions is neither significantly more or less than that of other students, 2) the student is not usually the first one to talk after a prolonged silence, 3) contributions are almost always on topic, and 4) comments frequently engage other participants or support the engagement of other students in a consistently positive manner.
      Listening is demonstrated by: 1) providing previously provided information to colleagues when asked, 2) not redundantly repeating what was already stated, 3) consistently following directions, and 4) incorporating others' responses and comments in contributions to class discussions.
      Openness is shown by: 1) consistent recognition and consideration of alternative perspectives, 2) consistent reaction to alternative ideas in a thoughtful manner, and 3) a positive response to criticism.
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    Class Schedule
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    June 3, 2002 (#1)
    Topic:  Introduction
    Read:  no reading due on the 1st class

    June 4, 2002 (#2)
    Topic:   Why is this important? - prevalence, demographics & history
    Read:   Brice, chapters 2 & 3

    June 5, 2002 (#3)
    Topic:   What do we know about bilingualism and mental retardation?
    Read:   Rondal (2000), Rueda (1983), and Greenlee (1981)

    June 6, 2002 (#4)
    Topic:   What do we know about bilingualism and students with disabilities?
    Read:   Cloud (1994), de Valenzuela (1998), and Hanson, et al 91997)

    June 7, 2002 (#5)
    Topic:  Friday Forum
    Read:  no readings due
    Due:    article summary or resource review #1

    June 10, 2002 (#6)
    Topic:  What do we know about bilingualism and students with disabilities?
    Read:    Perozzi (1985) and Perozzi & Sanchez (1992)
     

    June 11, 2002 (#7)
    Topic:   What do we know about language development in individuals with MR?
    Read: Miller (1999) and Reichle (1997)

    June 12, 2002 (#8)
    Topic:   What do we know about second language development
    Read:   Brice, chapter 4 and Minami & Ovando (1995)

    June 13, 2002 (#9)
    Topic: What’s the big deal about culture anyways?
    Read:  Reagan (2000) and Delgado-Gaitan (1994)
    Due:  final project proposal

    June 14, 2002 (#10)
    Topic:  Friday Forum
    Read:  no readings due
    Due:    article summary or resource review #2
    ***instructor mid-semester evaluation***

    June 17, 2002 (#11)
    Topic:   Collaborating with diverse families
    Read:  Harry, Rueda, & Kalyanpur (1999), Harry (1992b - restructuring...), and Harry, Allen & McLaughlin (1995)

    June 18, 2002 (#12)
    Topic:   It’s not just about Latinos....
    Read:   Suina & Smolkin (1994) and Park, Turnbull, & Park (2001)

    June 19, 2002 (#13)
    Topic:   Diverse families, cont.
    Read:   Denney, et al (2001) and Brice, chapter 6

    June 20, 2002 (#14)
    Topic:  Taking responsibility for changes our interactions
    Read:   Harry (1992 b - developing cultural awareness...) and Kalyanpur, Harry & Skrtic (2000)

    June 21, 2002 (#15)
    Topic:   Friday Forum
    Read: no assigned readings
    Due:    article summary or resource review #3

    June 24, 2002 (#16)
    Topic:   What do we know about assessment of CLD students?
    Read:  Brice, chapters 5 and 10

    June 25, 2002 (#17)
    Topic:   What do we know about intervention?
    Read:  Brice, chapter 12, Figueroa (1999) and Gutierrez-Clellen (1999)

    June 26, 2002 (#18)
    Topic:   How can we incorporate community funds of knowledge in the classroom?
    Read:  Moll, Amanti, Neff & Gonzalez (1992) and González, et al (1993)

    June 27, 2002 (#19)
    Topic:   How can we make our classrooms more culturally congruent?
    Read:  Harry, et al (1995 - developing culturally inclusive...) and Sileo & Prater (1998)

    June 28, 2002 (#20)
    Topic: Friday Forums
    Read: no readings assigned
    Due: final project presentations
     
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    Mission Statements

    Instructor's vision and mission statement
    Vision: A classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.

    Mission: To facilitate the collaborative construction of the above learning environment via attention to the following:

    • whole and small group dynamics;
    • increased literacy in academic discourse (comprehension and production, oral and written); and
    • opportunities for active engagement with course content and materials.


    The College of Education’s Mission Statement
    The vision of the College of Education:
    Excellence and diversity through people, ideas, and innovation.

    Our mission is the study and practice of education through teaching, research, and service. We

    • address critical education issues;
    • test new ideas and approaches to teaching and learning;
    • educate professionals who can facilitate human growth and development in schools, homes, communities, and workplaces, and
    • prepare students for participation in a complex and challenging society.


    In carrying out our mission we value
    excellence in all that we do;

    • diversity of people and perspectives;
    • relationships of service, accountability, collaboration, and advocacy;
    • the discovery, discussion, and dissemination of ideas, and innovation in teaching, technology, and leadership


    College of Education's Conceptual Framework:
    Professional Understandings, Practices, and Identities

    The College of Education at the University of New Mexico believes that professional education should seek to help individuals develop professional understandings, practices, and identities. These understandings, practices and identities frame the life-long learning of professional educators and reflect the values articulated in our Mission Statement and in state and national standards and competencies.

    Understandings frame the identity and practice of educational professional. We seek to help you better understand:

    · Human Growth and Development

    Patterns in how individuals develop physically, emotionally, and intellectually. How to provide conditions that promote the growth and learning of individuals from diverse cultural and linguistic backgrounds, including those with special learning needs.

    · Culture and Language

    The nature of home, school, community, workplace, state, national, and global contexts for learning. How social groups develop and function and the dynamics of power within and among them. How language and other forms of expression reflect cultural assumptions yet can be used to evoke social change. How one's own background and development shape understanding and interaction.

    · Content of the Disciplines

    The substance of the disciplines you teach -- the central organizing concepts and factual information -- and the ways in which new information is created, including the forms of creative investigation that characterize the work of scholars and artists.

    · Pedagogy

    Theory and research on effective educational practice. How to create contexts for learning in and across the disciplines. How to assess student learning and design, plan, and implement instruction to meet the needs of learners. How to evaluate educational practice.

    · Technology

    Effects of media and technology on knowledge, communication, and society. How to critically analyze and raise awareness of the impact of media and technology. How to use current technology.

    · Professional Issues

    The social and political influences on education, both historically and currently. Local, state, and national policies, including requirements and standards. How to critically analyze and participate in the formation of educational policy. Strategies for leadership, collaboration, and research.

    · Nature of Knowledge

    How knowledge is constructed within social contexts, including the academic disciplines. The differences and connections among the knowledge constructed in different social contexts. How to conduct inquiry into the nature of knowledge within and across the disciplines.
    These understandings enable you, as a professional, to value and engage in practices that embody the following qualities:

    · Learner-Centered

    Students' past experiences, cultural backgrounds, interests, capabilities, and understandings are accommodated in learning experiences. Routines promote learner risk-taking and allow learners to take increasing control of their own learning and functioning.

    · Contextual

    Experiences engage learners in ways of thinking, doing, talking, writing, reading, etc., that are indicative of the discipline(s) and/or authentic social contexts. Ideas and practices are presented with the richness of their contextual cues and information. Learners are provided with models and opportunities to reflect on their experiences and to relate their learning to other social contexts.

    · Coherent

    Learning experiences are organized around the development of concepts and strategies that learners need in order to participate in other similar situations. Learners are assessed on what they had the opportunity to learn.

    · Culturally Responsive

    Diversity is valued, and learners are helped to become aware of the impact of culture on how they and others perceive the world.

    · Technologically Current

    Available technology facilitates learning. Learners are helped to understand the effect of media on their perceptions and communication.

    Developing a professional identity is central to lifelong growth as a professional educator. The University of New Mexico College of Education will help you to develop the following attributes of a professional:

    · Caring

    Attentive to learners, willingness to listen and withhold judgment, and ability to empathize while maintaining high expectations for learner success.

    · Advocacy

    Committed to ensuring equitable treatment and nurturing environments for all learners.

    · Inquisitiveness

    Habitual inquiry into the many, ever-changing ways in which knowledge is constructed, how people learn, and how educators can support learning.

    · Reflection-in-Action

    Able to analyze, assess and revise practice in light of student learning, research and theory, and collegial feedback.

    · Communication

    Skilled in speaking, writing, and using other modes of expression.

    · Collaboration

    Able to work cooperatively with students, parents, community members, and colleagues.

    · Ethical Behavior

    Aware of and able to work within the ethical codes of the profession.
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    Page last updated: June 4, 2002