"My culture is my identity and personality. It gives me spiritual, intellectual and emotional distinction from others, and I am proud of it." (M.F. Moonzajer, 2015) There are "students who are considered historically underrepresented in the Unites States and those students are referred to as culturally and linguistically diverse (CLD) and students of color" (Smith & Tyler, p. 74) Its important to note that "cultural or linguistic diversity is not a disability." (Smith & Tyler, p.74) To meet the needs of all students, schools must provide an educational opportunity that is responsive to their families, communities, racial, ethnic and cultural backgrounds. "Culture determines to a large extent, peoples', thoughts, patterns of interaction
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These challenges are likely to be more difficult for students with disabilities of culturally and linguistically diverse (CLD) backgrounds. Compared to non-CLD students with disabilities, CLD students with disabilities are more likely to face language and social barriers, the negative effects of having grown up in poverty, and difficulty processing “standard English” oral and written information, all of which may contribute to their risk of school failure (Greene & Nefsky, 1999). It has also been argued that persons with disabilities comprise a minority group whose members, like members of other minorities, are often stereotyped and subjected to negative perceptions and low expectations. From this perspective, many CLD persons with disabilities face a double burden of discrimination (Fine & Asch, 1988). CDL students have been labeled as having mental retardation or intellectual disabilities, when in fact this is not the case, it is a language barrier. "In 1974 the U.S. Supreme court ruled in Lau v. Nichols that schools must offer services to help students overcome language barriers." (Smith & Tyler, p.75) Congress later passed IDEA '04 which "requires schools to help students whose home language is not in English access the curriculum and participate in instruction in school." (Smith & Tyler, p. …show more content…
This may be even greater with regard to CLD students with disabilities, often due to differences in guiding cultural values In addition, some CLD students lack a high level of English proficiency, although they can meet high academic standards with appropriate supports. "Some children may speak forms of a language that vary from its literate or standard form (Smith & Tyler, p.79) Often students are referred for speech therapy for an articulation problem, however, it is their accent and speech therapy is not needed. A good way to determine if a CLD student is in need of speech therapy would be to test the student in both English and their native
These challenges are likely to be more difficult for students with disabilities of culturally and linguistically diverse (CLD) backgrounds. Compared to non-CLD students with disabilities, CLD students with disabilities are more likely to face language and social barriers, the negative effects of having grown up in poverty, and difficulty processing “standard English” oral and written information, all of which may contribute to their risk of school failure (Greene & Nefsky, 1999). It has also been argued that persons with disabilities comprise a minority group whose members, like members of other minorities, are often stereotyped and subjected to negative perceptions and low expectations. From this perspective, many CLD persons with disabilities face a double burden of discrimination (Fine & Asch, 1988). CDL students have been labeled as having mental retardation or intellectual disabilities, when in fact this is not the case, it is a language barrier. "In 1974 the U.S. Supreme court ruled in Lau v. Nichols that schools must offer services to help students overcome language barriers." (Smith & Tyler, p.75) Congress later passed IDEA '04 which "requires schools to help students whose home language is not in English access the curriculum and participate in instruction in school." (Smith & Tyler, p. …show more content…
This may be even greater with regard to CLD students with disabilities, often due to differences in guiding cultural values In addition, some CLD students lack a high level of English proficiency, although they can meet high academic standards with appropriate supports. "Some children may speak forms of a language that vary from its literate or standard form (Smith & Tyler, p.79) Often students are referred for speech therapy for an articulation problem, however, it is their accent and speech therapy is not needed. A good way to determine if a CLD student is in need of speech therapy would be to test the student in both English and their native