SPED 578 MPickar Cultural Responsive Self Reflection

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School

Grand Canyon University *

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Course

578

Subject

Communications

Date

Jun 6, 2024

Type

docx

Pages

3

Uploaded by mpickar6

Cultural Responsive Self-Reflection SPED 578 Melissa Pickar My Cultural Expectations The Student’s Cultural Expectations 1. What is my culture in relation to education, interactions and school? (include values, beliefs, traditions, customs, worldview, conversational styles, non-verbal language and parenting styles) As a white American girl from a middle-class family, my culture in relation to education, interactions, and school is characterized by a variety of values, beliefs, traditions, customs, worldview, conversational styles, non-verbal language, and parenting styles. Education was/is highly valued as a pathway to success, with a strong emphasis on academic achievement and even extracurricular involvement. Individualism, personal responsibility, and self-reliance were emphasized, along with the belief in equal opportunities for all, including gender equality. Participation in school events, such as sports, music, drama, and annual traditions like prom and homecoming, was significant, alongside celebrating national, Christian, and school-related holidays. A future-oriented worldview which focused on college and career aspirations, which meant that improving one's circumstances came with hard work. Conversational styles were direct, authoritative, and yet supportive. Non-verbal language includes maintaining eye contact as a sign of respect to your elders (or the person you are communicating with), respecting personal space, and using gestures to emphasize points. The parenting styles tended to be authoritative, balancing warmth and discipline, with active involvement in their children's education, fostering independence, and encouraging critical thinking and problem-solving. 1. What is the Student’s culture in relation to education, interactions and school? (include values, beliefs, traditions, customs, worldview, conversational styles, non-verbal language and parenting styles) As an Asian American girl with Down syndrome from a working-class family, my 16-year-old student’s culture in relation to education, interactions, and school reflects a blend of traditional cultural values, the specific needs associated with Down syndrome, and the socioeconomic context of the family. Education is highly valued as a pathway to a better future, with strong emphasis on academic achievement and learning. Respect for elders and teachers, along with a sense of responsibility and hard work, are key values. Her continued perseverance and resilience in overcoming any challenges, including her disability, are highly regarded. Family-centric traditions and cultural celebrations emphasize strong family bonds and support systems, reinforcing cultural identity. Polite and respectful communication is emphasized, focusing on listening and respecting authority figures, with encouragement and positive language to build confidence. Non-verbal cues such as nodding, smiling, and gentle touch, along with visual aids and gestures, facilitate communication. Her parents seem to be authoritative yet nurturing, balancing high expectations with emotional support. They are actively involved in her education, advocating for her needs and maintaining a structured routine both at home and at school for her stability. Education focuses on individualized support through IEPs, accessing specialized services despite financial constraints, and encouraging inclusive settings. Positive peer interactions and mentorship within the Peer-to-Peer program and within the community are also encouraged. 2. What are the historic experiences/implications of my culture? Historically, white Americans have been the dominant cultural group in the United States, shaping many of the country's institutions, including education. Middle-class white families have typically enjoyed socioeconomic stability, with better access to resources, stable employment, and educational opportunities. This has resulted in greater access to quality education, well-funded public schools, and higher education institutions. The implications of this history include privilege and access to superior educational resources, extracurricular activities, and college preparatory programs. There are also higher societal expectations regarding academic achievement and career success, along with a strong sense of cultural continuity and representation in media, literature, and history curricula. 2. What are the historic experiences/implications of my Student’s culture? Many Asian American families like my student have immigrant backgrounds, facing challenges related to assimilation, language barriers, and cultural preservation. Working-class Asian American families often encounter economic hardships, limiting access to resources and opportunities. Consequently, they navigate the duality of maintaining cultural heritage while assimilating into mainstream American culture and face economic barriers that require resourcefulness and community support. Advocacy for adequate special education services and accommodations is also essential, often within a system that may not fully understand their specific cultural and economic context.
3. What are the differences/dissonances between my culture and the student’s? The differences and dissonances between the cultures of my Asian American student with Down syndrome from a working-class family and myself are influenced by cultural values, socio-economic status, family expectations, and historical experiences. Individualism, equality, and direct communication were emphasized for me as well as educational resources and participation, with authoritative parenting encouraging independence and critical thinking. Conversely, my student’s culture values collectivism, respect for authority, and indirect communication, facing working-class challenges that necessitate community support and resourcefulness, with authoritative yet nurturing parenting balancing high expectations and strong family support. Educationally, we both face high expectations and a supportive environment, while my student faces high academic pressure and challenges accessing special education services. Communication styles differ, with mine using direct and open communication and hers being more reserved and respectful. Historically, the white Americans benefit from privilege and better access to resources, while the Asian Americans must navigate immigrant challenges and the pressure of blending their culture with American culture. As students, I participated actively and had a supportive network, whereas my student is faced with challenges of her Down syndrome, less active in extra curriculars, and socio-economic limitations. Cultural expectations, educational support, communication styles, and parental involvement highlight the dissonances, with me being encouraged to be independent and outspoken, while my student prioritizes family expectations and respect for authority, with her parents facing additional challenges such as language barriers. 4. Am I expecting one-way accommodation from the student for any cultural differences? If so, why and what accommodations from the student am I expecting? In my classroom it is common to have direct, outspoken, even a boisterous tone in communication, especially from me as the teacher. I may expect this Asian American student with Down syndrome to adapt to this daily communication style, as direct communication is valued for participation and interaction. This could be challenging if her cultural background emphasizes indirect communication and respect through silence. I might also expect active participation in class discussions and activities, seen as a sign of engagement and comprehension, but she may feel uncomfortable or less confident due to her cultural norms. Expectations of independence in learning and classroom tasks, encouraged in American education to foster critical thinking and self- reliance, may clash with her reliance on family and community support typical in collectivist cultures. To create a more inclusive environment, I need to consider ways to adapt my communication style to be more inclusive of indirect communication, use diverse participation methods, and be aware of cultural differences in non-verbal communication. 5. What are the cultural characteristics of this student that are strengths in the educational environment? High regard for teachers and authority figures often leads to respectful behavior and a disciplined approach to classroom rules and routines, contributing to a positive learning environment. A high value placed on education within many Asian American cultures can motivate the student to strive for academic success and make the most of educational opportunities. Cultural emphasis on perseverance and resilience can translate into a strong work ethic, determination to overcome challenges, and a persistent approach to learning and personal development. 6. What are the parents’/caretakers’ views on the student’s behaviors of concern? Her parents are highly involved and supportive, advocating for her needs while emphasizing respect, hard work, and the importance of education. They place a high value on behavioral compliance and discipline. They often view disruptive behaviors or difficulties following routines as concerning, however they are willing to work with us as a team to seek strategies that will reinforce appropriate behavior. 7. What has been determined to be motivating and reinforcing to the student? Clear and consistent routines provide a sense of security and predictability, which can be particularly reinforcing for her as it helps her feel more comfortable and engaged. Praise and positive feedback from teachers and peers can be highly motivating. And small tangible rewards, such as stickers, tokens, or preferred activities, can provide immediate reinforcement for positive behaviors and achievements.
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