Deck 13: Administrators and Special School Personnel

Question 1

Discuss the roles of administrators, faculty, and special school personnel in implementing multicultural education programs. How do these roles overlap and intertwine?

Answer 1

Administrators, faculty, and special school personnel all play crucial roles in implementing multicultural education programs within a school setting. Administrators are responsible for setting the tone and vision for the school, as well as providing resources and support for multicultural education initiatives. They also have the power to make decisions about curriculum, hiring practices, and school policies that can have a significant impact on the success of multicultural education programs.

Faculty members are on the front lines of delivering multicultural education to students. They are responsible for incorporating diverse perspectives and content into their teaching, creating a welcoming and inclusive classroom environment, and promoting cultural understanding and acceptance among their students. Faculty also have the opportunity to serve as role models for embracing diversity and inclusivity within the school community.

Special school personnel, such as counselors, social workers, and special education teachers, play a unique role in implementing multicultural education programs. They often work closely with students from diverse backgrounds and can provide additional support for students who may face unique challenges related to their cultural identity. These personnel can also help create a school culture that values diversity and provides resources for students and families from different cultural backgrounds.

The roles of administrators, faculty, and special school personnel often overlap and intertwine in the implementation of multicultural education programs. For example, administrators may work with faculty to develop and implement professional development opportunities focused on multicultural education. Faculty may collaborate with special school personnel to address the needs of diverse learners and create inclusive classroom environments. Additionally, administrators, faculty, and special school personnel can work together to assess the effectiveness of multicultural education programs and make necessary adjustments to ensure their success. Overall, the successful implementation of multicultural education programs requires a coordinated effort from all members of the school community.

Question 2

What provisions are addressed in PL 94-142 (Education for all Handicapped Students Act)? How has this law changed the education rights and issues of the disabled? What impact does this law have for teachers and school personnel?

Answer 2

PL 94-142, also known as the Education for All Handicapped Children Act, addressed several provisions related to the education of students with disabilities. Some of the key provisions included the right to a free appropriate public education (FAPE) for children with disabilities, the requirement for individualized education programs (IEPs) for each student with a disability, the emphasis on the least restrictive environment for education, and the provision for due process rights for parents and students.

This law changed the education rights and issues of the disabled by ensuring that all children with disabilities had access to an education that was tailored to their individual needs. It provided a legal framework for parents and students to advocate for their rights and ensured that schools were accountable for providing appropriate educational services for students with disabilities. This law also shifted the focus from exclusion and segregation towards inclusion and integration of students with disabilities into mainstream educational settings.

The impact of this law for teachers and school personnel has been significant. It has required teachers to become more knowledgeable about the needs of students with disabilities and to develop the skills to effectively teach and support these students. It has also placed a greater emphasis on collaboration among teachers, special education staff, and other school personnel to ensure that the needs of students with disabilities are met. Additionally, it has required schools to allocate resources and funding to support the implementation of individualized education programs and the provision of appropriate services for students with disabilities. Overall, PL 94-142 has had a profound impact on the education system, leading to greater inclusivity and support for students with disabilities.

Question 3

Discuss specific guidelines professionals should follow in reviewing and utilizing children's and adolescents' books and textbooks.

Answer 3

When reviewing and utilizing children's and adolescents' books and textbooks, professionals should follow specific guidelines to ensure that the materials are appropriate and beneficial for their intended audience. Some of these guidelines include:

1. Consider the age and developmental stage of the child or adolescent: Professionals should take into account the age and developmental level of the audience for whom the material is intended. Books and textbooks should be age-appropriate and align with the cognitive and emotional development of the readers.

2. Evaluate the content for accuracy and relevance: Professionals should review the content of the books and textbooks to ensure that it is accurate, up-to-date, and relevant to the subject matter. Information should be presented in a clear and understandable manner, and should not include any biased or misleading content.

3. Assess the diversity and inclusivity of the material: It is important for professionals to consider the diversity and inclusivity of the books and textbooks they review. Materials should represent diverse perspectives, cultures, and experiences, and should be inclusive of different backgrounds and identities.

4. Consider the potential impact on the reader: Professionals should consider the potential impact of the material on the reader, including its potential to promote critical thinking, empathy, and social awareness. Books and textbooks should encourage positive values and attitudes, and should not perpetuate harmful stereotypes or misconceptions.

5. Seek feedback from the target audience: Professionals can benefit from seeking feedback from the children and adolescents who will be using the books and textbooks. This can help ensure that the materials are engaging and relevant to the readers' interests and needs.

By following these guidelines, professionals can ensure that the children's and adolescents' books and textbooks they review and utilize are of high quality, beneficial, and suitable for their intended audience.

Question 4

What role does the librarian/media specialist play in supporting the total school environment?

Question 5

Discuss the role(s) of counselors in working with and understanding culturally diverse children and adolescents. Identify ways counselors and classroom educators can complement each other in working together with culturally diverse learners.

Question 6

A school's genuine commitment to cultural diversity is most clearly reflected in the:

A) dignified goals and philosophies of the school
B) student population
C) EEOC and Affirmative Action supporters
D) cultural, racial, and ethnic makeup of the administrators, faculty, and staff
E) a and c only

Question 7

The role of_______requires a major responsibility for recruitment and employment, zeal and respect for diversity, and an ability to motivate and challenge.

A) classroom teacher
B) school counselor
C) administrator
D) library media specialist
E) speech therapist

Question 8

Examples of administrators and teachers collaborating to achieve solutions to problems for culturally diverse learners include:

A) inviting parents to serve on committees
B) moving toward a total school effort
C) helping teachers develop the courage required to work alone to overcome challenges
D) all of the above
E) a and b only

Question 9

In dealing with multicultural populations with special needs, educators should be particularly sensitive when it comes to:

A) labeling
B) evaluation/assessment
C) understanding legal rights and responsibilities
D) selecting appropriate educational materials
E) all of the above

Question 10

The role of a_______requires the ability to obtain appropriate role models for culturally diverse learners and an active implementation of the credence that all students can learn.

A) library media specialist
B) principal
C) classroom teacher
D) staff member
E) speech-language clinician

Question 11

Which landmark law supports the basic claims and equal protection issues with respect to the appraisal, identification, and placement of disabled learners?

A) PL 94-142
B) Brown vs. Board of Education
C) Pennsylvania Association for Retarded Children vs. the Commonwealth of Pennsylvania
D) Wood vs. Strickland
E) Olmstead v. U.S.

Question 12

Joint efforts between classroom teachers and_______can lead to effective educational experiences for all learners.

A) special-education teachers
B) library media specialists
C) school counselors
D) all of the above
E) none of the above

Question 13

Teachers should be aware that special-education teachers are:

A) major instructional resources
B) optional partners in the school system
C) exempt from multicultural requirements
D) people to whom you can turn over culturally diverse "problem" students
E) the experts when it comes to ethnicity

Question 14

The_______regularly evaluates children's materials, trade books, textbooks, and other educational resources.

A) Governor's Committee for Academic Excellence
B) Council on Interracial Books for Children
C) Public Board of Fairness in Instruction
D) Library of Congress
E) all of the above

Question 15

Some primary roles of a communication disorders specialist include:

A) understanding learners classified as NEP
B) not distinguishing between disorders and variations
C) understanding dialect differences
D) immediately labeling learners classified as LEP
E) a and c only

Question 16

School counselors should approach all culturally diverse learners with the same methods.

Question 17

School personnel should openly discuss their own fears and issues about race in order to cultivate positive racial relations.

Question 18

It is not important for administrators to communicate directly with parents in order to gain their support as well as that of other community members.

Question 19

Because administrators can be more objective than teachers about culturally diverse learners, teachers should not be the ones who push for change.

Question 20

An effective principal will not allow diverse parents to openly proclaim their concerns because of the conflicts it could precipitate.

Question 21

Since standardized tests do not most objectively reflects a student's intelligence level, they should not be used whenever possible to avoid testing bias.

Question 22

By spending time in collaborative efforts, teachers and media specialists lose focus on their own responsibilities to multicultural education.

Question 23

In a good school, the school counselor can safely rely on teachers to be their guide to an adequate cultural understanding of their students.

Question 24

Teachers should rely on the expertise of librarians/media specialists to suggest culturally appropriate books for children.

Question 25

An effective media specialist will provide materials without clear racial bias, but true multicultural representation is an unrealistic goal.