EXCEPTIONAL PSYCHOLOGY

• Culturally and Linguistically Diverse Learners (CLDL)


  Individuals whose culture and/or language is different from the majority of the population
• Emergent Bilingual Learner (EBL)


  A person who is in the process of becoming a fluent speaker of two or more languages, including the academic language of the languages
• English as a Second Language (ESL)


  Language instruction programs provided in English only to children learning English as a second language
• L1 (First Language) refers to a person's first acquired language
• Limited English Proficient (LEP)


  A child whose native language is other than English
• Culturally and Linguistically Responsive Teaching (CRT)

  focuses on the strengths, prior knowledge, and experiences of the learner to create an effective learning environment
• Dual-language or Dual Immersion Education


  A variety of language instruction programs provided in two languages
• Language development level (LDL)


  The level of academic English language a student has
• ESEA of 2001, also known as NCLB (No Child Left Behind); acknowledged for the first time that all children are to have access to education
• Cultural Responsiveness


  Ability to learn from and relate respectfully with people from your own and other cultures
• Prevalence


  Number of people in a population with a given characteristic
• Disproportionality


  Overrepresentation or under representation of specific subgroups when compared to their representation in the general public
• Factors contributing to disproportionality

  • Cultural & Ethnic Diversity
  • Language Diversity
  • Poverty
  • Migrancy
• Factors affecting CLDL students

  • Language Learning
  • Types of English Learners
  • L1 Expertise
• Factors affecting academic performance, cognitive development, and general health

  • Poverty
  • Complex set of influential factors
• Culturally and linguistically RESPONSIVE TEACHING

  • Vital connections among and between classrooms, families, and communities
  • Safe environment
  • Reduce Cultural Bias and Attitudinal Bias
• CRT Model


  Practice that addressed challengers by forming positive relationships with families
• Deficit Education Model


  Practice that first determines what specific academic skills a child is lacking before planning education interventions
• Factors that may interfere with Parent Involvement


  • Lack of understanding of School Culture/Process
  • Past Negative Experiences
  • Perceived Legal Risk
  • Interpretation Needs
• Culturally Responsive Special Education Awareness


  • Potential bias due to language and cultural differences
  • Factors that mask students' true abilities