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FASP Diversity

FASP Diversity

FASP Diversity

Embracing Cultural and Linguistic Diversity: Seeking Unity Without Uniformity
The guiding principle of this committee is to promote understanding, tolerance and sensitivity among all cultural groups. Our goal is to create awareness that cultural differences should not be regarded as disadvantages, deficiencies, or disabilities. We recognize that each individual is a unique human being. Thus, regardless of the educational problem presented by a student, his/her cultural and/or linguistic background may be a major component of the problem, a minor contributing factor, or another characteristic of his/her individuality.

Cheryl Gelley, FASP Diversity Chair

WELCOME TO THE FASP DIVERSITY COMMITTEE HOME PAGE

Cultural and Linguistic Diversity Resources
Educational Materials for Limited English Proficient Parents

The Migration Policy Institute, an independent, non-partisan, non-profit think-tank that studies global migration issues, has a Language Portal in which you can access hundreds of translated national, state and local agency documents for Limited English Proficient consumers. They are now adding resources for those working in health and K-12 education systems.

Documents are currently available in 38 languages, including English, Spanish, Haitian-Creole, French, Portuguese, Arabic, Chinese, Farsi, Hindi, Korean, Russian, Somali, and Vietnamese. Their interactive search options allow you to narrow your search by state (i.e.: Florida), language (i.e.: Haitian), subject area (i.e.: Education), keyword (i.e.: Academic Support), and service delivery component.

Take a minute to check the information available for Haitian-Creole speaking parents who desire to support their children's literacy this summer: Download the Summer Reading Activity Kit at http://www.migrationinformation.org/integration/language_portal/search.cfm

Check their English Language Learner (ELL) Information Center, which provides informative fact sheets, maps, and state-level data resources that chronicle the demography and trends of immigrant families and their children: http://www.migrationinformation.org/integration/ellcenter.cfm


Assessment

NASP Culturally Competent Assessment of English Language Learners
Brief overview of important factors to consider when assessing English language learners. This handout discusses the challenges of acquiring competency in this type of assessment, the importance of understanding local communities, and the establishment of a pool of consultants or evaluation assistants, such as trained interpreters. Ways to expand the typical evaluation process to suit the needs of English language learners are provided.

Comprehensive Assessment of Linguistically and Culturally Diverse Students
A practical and specific approach to guide the assessment of culturally and linguistically diverse students. This article includes research regarding the effectiveness of the various models of English as a Second Language (ESL) instruction and a discussion of pre-assessment considerations for non discriminatory assessment. (Ortiz, 2004)


Data Analysis

Link to Evaluator's Toolkit for Dual Language Programs
Provides information and tutorials on how to analyze data, graph data, and conduct curriculum based assessments. (Center for Applied Linguistics, 2007)

Using Curriculum Based Measurement to Progress Monitor English Language Learners Provides information on using curriculum based measurement to progress monitor English language learners. (Saenz, 2008)

Improving Adequate Yearly Progress for English Language Learners
Provides information on how to improve AYP for ELLs. (Cobb, 2004)


Disproportionality Issues

NASP Disproportionality Issues in Special Education

Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: An Orientation for Parents
Resource for parents explaining disproportionality in special education and providing definitions of key terms. (Gonzalez & Mulligan, 2009)

The Condition of Education
Provides the most recent national information on educational outcomes and disproportionality. (National Center for Education Statistics, 2009)


Intervention and Consultation
Practitioner Resources

NASP Culturally Competent Crisis Response

NASP Culturally Competent Consultation in Schools

NASP Recommended Practices for Working with Interpreters

Understanding the No Child Left Behind Act: English Language Proficiency
Explains the requirements for ELLs under NCLB. (Learning Point Associates, 2007)

Parent Resources

Como Navegar el Sistema Educativo (How to Navigate the Educational System)
Spanish handouts, including topics such as: learning in two languages, knowing if your child needs additional assistance, finding help, understanding the "No Child Left Behind" Act, and understanding the special education process in the United States.(Colorin Colorado)

Spanish Language Resources
Links to documents and websites, in both English and Spanish, providing information on numerous disabilities. Tools can be used to provide Spanish-speaking parents information about their child's needs in their native language. (National Dissemination Center for Children with Disabilities, 2004)

Reading Rockets Tips for Parents (Available in Spanish, Arabic, Chinese, Haitian Creole, Hmong, Korean, Russian, Tagalog, Vietnamese)
Provides practical tips for parents to encourage reading development. Resources are available in various languages and across grade levels.


Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Youth

LEAD With Love (Film)
Learning that your child is gay, lesbian, or bisexual can come as a shock to the most loving and supportive parents. To help parents process this news, Dr. David Huebner, an Associate Professor of Clinical Psychology at the University of Utah, has created a 35 minute documentary film called LEAD With Love. The film was funded through a grant from the National Institute of Mental Health (NIMH) to study how discrimination from families, schools, and communities affects mental and physical health, and risk behaviors of youth. The LEAD With Love site includes a document filled with resources for parents and youth.

Top Resources for LGBTQ Issues

Expanding Cultural Competence: Supporting the Psychosocial Needs of LGBTQ Youth

Local Florida Community Organizations for LGBTQ Youth

Glossary of Terms

NASP Position Statement: Gay, Lesbian, Bisexual, Transgender, and Questioning Youth

It Gets Better Project
The It Gets Better Project was created to show young LGBT people the levels of happiness, potential, and positivity their lives will reach – if they can just get through their teen years. The It Gets Better Project wants to remind teenagers in the LGBT community that they are not alone — and it WILL get better.


Response to Intervention

A Cultural, Linguistic, and Ecological Framework for Response to Intervention With English Language Learners
Provides a comprehensive summary of key issues to consider when implementing RtI with CLD students. Information on student characteristics, guiding questions, instruction/intervention, service providers, and needed service provider skills is clarified for each tier. (National Center for Culturally Responsive Education Systems, 2008)

Moving Beyond the Obvious: Examining Our Thinking About Linguistically Diverse Students
Provides a rationale for current best practices in instructing culturally and linguistically diverse students. (Jimenez, 2005)


Research & Additional Resources

Bureau of Student Achievement Through Language Acquisition
Information about working with ELLs and the services available to ELLs. Information includes: CELLA, Consent Decree, & In-service/Training. (Florida Department of Education, 2005)

ESL and Second Language Learning Web
Comprehensive information and resources regarding second language acquisition and literacy development. Resources and links for issues including: bilingual education, BICS/CALP, and bilingualism/biculturalism. (Cummins, 2003)

NASP English Language Learners: An Introductory Guide for Educators

Supporting the Development of English Language Literacy in English Language Learners: Key Issues and Promising Practices
Summary of research on the role of English oral proficiency in acquiring English literacy. Describes the issues that ELLs encounter due to their ongoing development of English oral language proficiency and provides information on best practices in supporting the English language development of ELLs within the context of literacy instruction. (August, 2003)

National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement (Final Report)
Longitudinal study of different models of bilingual and second language instruction. Provides comparison data for outcomes for dual-language, one-way developmental, pull-out, and immersion models. (Thomas & Collier, 2002)

Language Development for English Language Learners
Guide and power point for professional development on language development for ELLs. (Rivera, Moughamian & Francis, 2009)

National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs
Provides active links to highly relevant terminology when working with ELL students.


Spotlight on FASP Practitioners
Graduate Student (Minority) Award
NASP Scholarship Opportunities