Culturally Responsive Assistive Technology Services Beth Poss possbeth@gmail.com @possbeth
Learning Outcomes Participants will be able to: 1. Define Cultural Proficiency 2. Assess where they lie on the cultural proficiency continuum 3. List 3 strategies to support the provision of culturally responsive Assistive Technology services
Courageous Conversations--f2f or online https://padlet.com/possbeth/cultureAT
We increase our ability to effectively describe, respond to, and plan for issues that arise in diverse environments. We shift from seeing difference as problematic to learning how to interact effectively with difference. Why Cultural Proficiency? We gain tools that enable effective cross cultural interactions.
Culture Circle Identifying Individual Culture(s): Dimensions of Diversity Introduce yourself by your culture: ● Race Income/ ● Geog raphic Religion Economic Location Status ● Age ● (Dis)Ability ● Relationship/ Rel igious Beliefs Gender Pa rental Status (Current) ● Ethnicity WHO ARE YOU? ● How Do Your Dimensions of Diversity Influence Your: Geography Experiences? Values and Beliefs ? ● Attitudes and Behaviors? NOT YOUR JOB! Adapted from Marilyn Loden and J udy Rosener; Workforce Ame r ica! Managing Employee Diversity as A Vital Resource, Homewood, IL: Business One Irwin (1991) Please share what you are comfortable sharing!
To Promote Equity, We Use Cultural Proficiency as: An approach for surfacing assumptions and values that undermine the success of some groups. A lens for examining how we can include and honor the cultures and learning needs of all AT users.
“Cultural proficiency is the ongoing process of becoming knowledgeable of one’s own culture, as well as the cultures of others in order to foster an appreciation, understanding, and respect for varying cultural expressions that exist in the actions and interactions of an organization; and, to strengthen and enrich the organization and the community at large with the presence and contributions of many cultures.”
The Ladder of Learning - - , , ' ~ - Unconscious Fluency ! I competence II ~ I I ! • Conscious Application I ' " · 1 1, ...... I 1 •, ...... competence • • Conscious • Ii ~ - I I • . Awareness incompetence • " ~ I Unconscious Unaware I ..... incompetence I ·~ II ~ I I .. - .. -
Personal Implications of Race and Ethnicity How others Sense of see us identity Considered Sense of How we an belonging see “outsider” ourselves if different How we Sense of interact/our community relationships
Societal Implications of The Impact Race and Ethnicity of Implicit Where Power and you live prestige Bias Access to Health Inequitable affordable disparities educational housing outcomes How you Access to are wealth treated
3 Levels of Culture Surface: The observable and concrete elements. It has a low gurface. Cul re Obi!:erva b le pa tt emi: emotional impact on trust. L ow emotional impact on fr u!lt ----- Shallow: The unspoken rules around everyday interactions and norms. This has a high impact on gnallow Cu~urn Un~ken ru trust. i-,,()11 flm ion I imp, ol on fl u !t t ----------- - Deep: The tacit knowledge and unconscious assumptions that govern our world view. It has an intense emotional impact on trust. , \in'llt t: d frnm: li n mm n nd . Zn r ·Un. ;uiWro/i"v R t P G1ffH. ' ru.;, 'A, , n r,,, · in. 7'oocJ ,i & Tke Brnin. Tbnu -. nd 15.
The Continuum of Cultural Proficiency Cu lt ural C ultural Cultural Cultural Cultural Cultural In ca p acity Bli nd nes s Competence Proficiency Deatruct i v•n••• Pre-Competence Healthy Unproductive Behaviors Behaviors u ders a nd See the s Respo n R espond t o h 0 im Ii a . n e d i ff rt1n e, f di ff r n y i ff r n by diff r n e, nd the di ere nce, and om ing it ma fn f f I V r h w ng . o u t. B. Tare I R. D m nua far scho Pre=
Strategies for Cultural Proficiency See the difference but respond inadequately Understand the implications Leverage a strength!
... understanding Diversity is... Inclusion is ... your school community ... not an ' ci aa Religion ... about the on ' oi an needsoJthe a ft e mio~li t whole Gender
Cultural Archetypes Impact How Students Respond
Individualism Collectivism Focused on independence and Focused on interdependence and group individual achievement success Emphasizes self-reliance/one is takes Emphasizes reliance on collective care of oneself to get ahead wisdom of the group/members take care of each other to get ahead Learning happens through individual Learning happens through group study and reading interaction and dialogue Individual contributions and status are Group dynamics and harmony are important important Competitive Collaborative Technical/Analytical Reflective
Individualism Collectivism United States (91), Australia (90), France (71), Mexico (30), Thailand (20), Guatemala (6) https://www.hofstede-insights.com/product/compare-countries/
Low context vs High Context ● Low-context cultures tend to downplay the role and importance of ancestors, family members, and family status in surrounding society in general, placing responsibility and blame for success or failure on the individual's own abilities and productivity. ● High-context cultures value close and continued connections of family members throughout life, and may often be paternal in orientation and power structure. These cultures place greater value on the surrounding "context" of the father and mother, family members, ancestors, and perceived social position of the family and extended family group as a unit and community rather than on personal advancement or recognition of individual members.
“The freedom to be an individual is the essence of America.” Marilyn vos Savant
“I am because we are” African Proverb
“Each of you is a shepherd, and all of you are responsible for your flocks.” Prophet Mohammed
Do you see these cultural archetypes operating in your setting? How can this influence the work that you do? The decisions that you make? Assumptions that you have?
Effective Pedagogy Culturally Proficient Attitude (How you think) Culturally Culturally Relevant Responsive Tools Practice (How you do it) (What you do)
Cultural Factor that Impact AT Delivery (Krefting, Krefting, 1991) ● Use of term ● Balance of work and play ● Sense of personal space ● Values regarding finance ● Role assumed in the family ● Knowledge of disabilities and source of information ● Beliefs about causality ● View of the inner working of the body ● Sources of social support ● Acceptable amount of assistance from others ● Degree of importance attributed to physical appearance ● Degree of importance attributed to independence ● Sense of control over thing that happen ● Typical or preferred coping strategies ● Style of expressing emotions
Culturally Responsive Practices with Families ● Who is the decision maker in the family? Is this person a part of the conversation? ● The expert is to be respected, but is the recommendation aligned with the family’s values? ● Who else is a part of implementation
Valuing Background and Experiences Students with disabilities from culturally and linguistically diverse backgrounds deserve access to instruction that meaningfully highlights and values their backgrounds and experiences. (Soto and Yu 2014)
Supporting Linguistic Diversity O Beth Poss Profile [Il newsela Q. News ,.. Search Spanish Text Sets Library • Text Sets • Units • Binder ~ Get PRO Incomplete arrow Your Choices Spanish Text Sets Text Sets () l() J R.1: What the Text Says R.2: Central Idea J R.3: People, Events & Ideas TEXT SET TEXT SET TEXT SET J R.4: Word Meaning & Choice 111111 111111 111111 El clirna y SUS NASA - explorando El pais de Mexico Increibles J R.5: Text Structure ternperarnentos Hallazgos de F6siles el espacio y mas carnbiantes alla J R.6: Point of View/Purpose
Picture Books in Multiple Languages http://www.uniteforliteracy.com/ , Written languages English Spanish ( Espanol ) • Narration languages 1~ew,mm> None Arabic ( a,,,.,.i1 ) Armenian ( t;wJbpb~) Burmese ASL (American Sign) Cherokee Chickasaw Chinese ('PX) Cup'ik F arsi Danish ( dansk) Dutch ( Nederlands ) French ( franc;ais ) German ( Deutsche ) Greek ( EM~VIKCl ) Hi nd i (~) l fiup i aq I ta l ian ( it al iano ) Japanese ( B ,j;O) ) Ka r en Karenn i Korean ( ~;;ioJ ) Kekchi Ki nyarwanda English • ~ Somali • ~
For Parents https://www.understood.org/es-mx English Espanol Understood Acerca de Done Actue Regfstrese or lnicie sesi6n Busqueda dificultades de aprendizaje y de atenci6n Dificultades de Escuela y Amigos y Usted y su Comunidad y Herramientas para familias v aprendizaje y de aprendizaje sentimientos familia eventos atenci6n
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