Culturally Competent Teachers Effect’s on Latino Students with Emotional Disturbance Gloria Page-Gooding
The objective of this study was to examine the progress of Latino students with ED when assigned to culturally competent teachers in their school environment in addition to the other school supports they receive. For the purpose of this research; cultural competence is defined as the process through which teachers are trained in the following areas: (a) awareness of one’s own cultural perspective, (b) awareness of attitudes towards cultural differences, (c) development of cross cultural skills and ability to implement different cultural practices and interventions. In this experimental design a total of 20 participants who met specific criteria (a) ages between 9-11 years, (b) enrolled in ED support classes, (c) enrolled in the 4th academic grade and (d) children of Latino/Hispanic ethnicity/descent were randomly assigned into two groups (n=10). The instrument utilized in this study was the Woodcock-Johnson III achievement test. In the experimental group, Latino students with ED received a school semester of instruction by culturally competent trained teachers in addition to other school supports they receive. In the control group, Latino students with ED receive their instruction by teachers with no particular training in cultural competence in addition to other school supports they already receive. Results of this study indicated that the group of Latino students whose teachers were trained in cultural competence showed significantly more academic progress than the group of children placed in a school setting without culturally competent trained teachers. These findings provide further evidence on the impact of cultural competence issues in the instruction of Latino children with ED.
Culturally Competent Teachers Effect’s on Latino Students with Emotional Disturbance Chapter One – Introduction
Individuals with Disabilities Education Act (IDEA) defines emotional disturbance as the umbrella name for one of the thirteen disability categories of eligibility for special education services. Children with emotional/behavioral disturbance (EBD/ED) present an array of behaviors that unfavorably affect their educational performance and cannot be explained by other physical or health deficiency as discussed in the Individuals with Disabilities Education Act (Mooney, Epstein, Reid, &Nelson, 2004). Furthermore, according to Kauffman in Mooney et al.’s article, children with ED/EBD are inclined to display problematic behaviors that hinder their ability to form and keep positive social relationships with peers, teachers and other adults and thus interfering with their successful adaptation to their community and society as well. Although one of the most important features for students with ED is the lack of cognitive impairment, recent research determined that students with ED have low educational success in the most important academic areas and tend to stay the same or further deteriorate over time (Lane & Menzies, 2010). As pointed out in several studies, there seems to be serious concerns regarding the reduced number of research studies focusing on the development and improvement of educational skills and effective interventions for students with ED. Regular school interventions may vary based on the type of emotional disturbance. Especially designed instruction and counseling is the most frequent type of school interventions available to children suffering from emotional disturbances. As stated in IDEA, the especially designed instruction for children with ED is primarily based on their Individualized Education Program (IEP) which contains individualized objectives tailored to address student’s specific needs in order to help him/her to achieve their educational goals. Furthermore, according to research, most often interventions and...
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