Human Exceptionality School Community and

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1133589839 9781133589839
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5
CULTURAL AND LINGUISTIC DIVERSITY
PART 2 PERSPECTIVES ON DIVERSITY AND THE FAMILY

Increasingly, diversity permeates every aspect of our lives. This is especially true when we speak of
children, youth, and their families. If you have recently visited one or several of the public schools in your
community, you will have seen firsthand what is taking place across the nation.

Public schools are places where all children come together to learn, to develop trust in one another, to
reach their potential, and to become contributing community members. The opportunities and challenges
of preparing the young for active participation in our democracy and other vital roles in our communities
are both exciting and daunting. Diversity by definition connotes a very broad span of talents, needs,
interests, and desires. Attending to all of these aforementioned elements across different cultures,
languages, and belief systems is remarkably challenging. Diversity involves language, values, beliefs,
individual and family aspirations, religious preferences and practices, dress, traditions, and different ways
of thinking about life and its purposes.

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 5-2

Part 2 of this book examines the importance of understanding families and diversity—coming to
understand how you, as future professionals and community members, may respond in responsible and
caring ways to children, youth, and adults with disabilities and their families. To support and nurture
others, we must be able to communicate with one another. We must come to know each other. We must
trust each other. We must have a sense of empathy—a connectedness with others that allows us to move
beyond personal convenience, to reach out to others, to put others’ interests and well-being above our
own.

As you come to understand and embrace the content in these chapters, think carefully about the
opportunities and challenges that lie ahead as you pursue a career in health, education, social services,
business, or other pursuits.

INSTRUCTOR’S OVERVIEW

Chapter 5, “Cultural and Linguistic Diversity,” begins with a compelling story about Pedro and his
family. This brief Snapshot introduces you to many of the opportunities and challenges associated with
preparing Pedro for full participation in society, readying him to be a full-fledged participant in our
democracy. Moreover, Pedro’s story sets the stage for helping you understand the issues surrounding how
and where he should be served in the public schools. Is he truly a child with a disability? Or is he a child
with unique learning needs— much in part because of his language and cultural assets or differences?

You will discover the inherent tensions and inconsistencies that exist in labeling children who are
linguistically and culturally diverse—particularly if the intent to assure needed services and support that
children or youth without “a label” would not otherwise receive. In this regard, language competence
plays a significant role in how professionals experience the range of abilities in these children. When a
child like Pedro is not thriving academically or socially, professionals face heart-wrenching challenges in
making decisions and selecting appropriate instruction, interventions, and school placements.

How does special education compare to multicultural education? How are they similar? How are they
different? How do we fairly identify children with disabilities who are also culturally and linguistically
diverse? What is the role of our public schools in relation to sustaining our democracy?

By the end of Chapter 5, you will understand the importance of collaboration, particularly in addressing
the needs of children and families from diverse cultural and linguistic backgrounds. You will also see that
we still have much to learn about effectively serving children who are culturally and linguistically diverse
and who may also be exceptional in some fashion.

CHAPTER-AT-A-GLANCE

DETAILED OUTLINE TRADITIONAL ONLINE LEARNING SERVICE

A CHANGING ERA IN THE LIVES
OF STUDENTS WITH
DISABLITIES FROM CULTURAL
AND LINGUISTACLLY DIVERSE
BACKGROUNDS P. 102-103
LEARNING LEARNING
Power Point Slides: Describe your own experience
Ch. 5 with multicultural education.
What was the diversity of the
Test Bank, EvamView: school you attended as a child?
Ch. 5

PURPOSES OF AND
APPROACHES TO EDUCATION
p. 102-104
General Education- Multicultural
Education and Its Role – Special
Education and Its Role
Learning Objectives: Web Resources: Have students describe their
Focus 1 http://www.nea.org/ educational experience in terms
http://www.cec.sped.org of the principles (general,
Power Point Slides: http://nameorg.org/ special, multicultural education)
Ch. 5 that served as the foundation for
Premium Website: service delivery. What were the
Videos pros and cons of the system?

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 5-3

Test Bank, ExamView: What principles seem to drive

Ch. 5 WebTutor: the service delivered at your
Online resources for your course service learning placement?
management system
MULTICULTURALISM/ Learning Objectives: Web Resources: Volunteer as a tutor at a
DIVERSITY AND SPECIAL Focus 2 http://www.nccrest.org/ community center serving
EDUCATION p. 104-110 diverse populations. What
Prevalence and Disproportionality of Power Point Slides: Premium Website: academic strengths and
Students from Culturally and Ch. 5 Videos challenges do you observe in the
Linguistically Diverse Backgrounds - students who are culturally and
Prevalence: The Changing Population Test Bank, ExamView: WebQuest: linguistically diverse with a
in the United States - Disproportionality Ch. 5 Chapter 5, Quest 1 – Cultural primary language other than
of Culturally Diverse Children and Linguistic Diversity: English?
in Special Education Overrepresentation
http://questgarden.com/84/34/6/
090806140915/

WebTutor:
Online resources for your course
management system
NONDISCRIMINATORY AND Learning Objectives: Web Resources: Interview a school professional
MULTIDISCIPLINARY Focus3 http://www.alliance.brown.edu/t who is involved in the
COLLABORATION p. 110-114 dl/ assessment of students and ask
Nondiscriminatory Assessment - Power Point Slides: them to describe the strategies
Language Diversity - Professional Ch. 5 Premium Website: and tools they use to avoid
Preparation - Culturally and Videos potential test bias when
Linguistically Responsive Teaching Test Bank, ExamView: assessing students from diverse
Ch. 5 WebQuest: backgrounds.
Chapter 5, Quest 2 – Cultural
and Linguistic Diversity:
Multidisciplinary Collaboration
http://questgarden.com/84/34/6/
091101172925/

WebTutor:
Online resources for your course
management system
PARENTS FROM DIFFERENT Learning Objectives: Web Resources: Interview a parent of a culturally
CULTURES AND INVOLVEMENT Focus 4 www.nameorg.org diverse student about their
IN SPECIAL EDUCATION p. 114- feelings, beliefs, and experiences
115 Power Point Slides: Premium Website: regarding education.
Ch. 5 Videos

Test Bank, ExamView: WebQuest:

Ch. 5 Chapter 5, Quest 3 – Cultural
and Linguistic Diversity: Parent
Support
http://questgarden.com/84/34/6/
091101173116/

WebTutor:
Online resources for your course
management system
SPECIAL EDUCATION FOR Learning Objectives: Web Resources: Observe and interview a special
CULTURALLY DIVERSE Focus5 www.edchange.org/ educator about the strategies
STUDENTS p. 116-117 multicultural they use to incorporate culturally
Individualized Education-The Least Power Point Slides: responsive strategies into their
Restrictive Environment Ch. 5 Premium Website: teaching and the IEP goals for a
Videos child from a culturally diverse
Test Bank, ExamView: background.
Ch. 5 WebTutor:
Online resources for your course
management system
OTHER DIVERSITY Learning Objectives: Web Resources: Volunteer at a homeless shelter.
CONSIDERATIONS p. 118-121 Focus 6 www.nmci.org/ Describe the experience and
Children Living in Poverty- Children some of the academic, social,
from Migrant Families-Multicultural Power Point Slides: Premium Website: and behavioral challenges facing
Issues and Specialized Instruction Ch. 5 Videos children from impoverished
backgrounds.
WebTutor:

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Instructor’s Manual 5-4
USING A CULURALLY AND
LINGUISTICALLY RESPONSIVE
MODEL VERSUS A DEFICIT
MODEL p. 122
LOOKING TOWARD A BRIGHT
FUTURE
p. 122-123
Copyright © Cengage Learning. All rights reserved.
Test Bank, ExamView: Online resources for your course
Ch. 5 management system
Learning Objectives: Web Resources: Observe and interview a
Focus 7 http://www.nccrest.org/ bilingual educator about the
http://www.teachervision.fen.co strategies they use to incorporate
Power Point Slides: m/teaching- culturally responsive language
Ch. 5 methods/resource/6039.html instruction into their teaching
Premium Website: when working with diverse
Test Bank, ExamView: Videos students.
Ch. 5
WebTutor:
Online resources for your course
management system
Web Resources: Most children from culturally
Power Point Slides: diverse backgrounds do not
Ch. 5 Premium Website: require special education. What
Videos portion of your service learning
Test Bank, ExamView: placement participants are
Ch. 5 WebTutor: children from diverse
Online resources for your course backgrounds? Is the placement
management system appropriate for them?
Instructor’s Manual 5-5

FOCUS PREVIEW

After studying this chapter, your students should be able to respond to the following:

Focus 1
In what three ways do the purposes and approaches to general education, multicultural education, and
special education differ in the United States?
Focus 2
Describe population trends among culturally and linguistically diverse (CLD) groups in the United States.
How do these changes affect the educational system?
Focus 3
Identify four ways in which culturally and linguistically responsive collaboration might decrease the
disproportionality of students from CLD backgrounds in special education programs.
Focus 4
Cite three ways in which differing sociocultural customs may affect the manner in which parents become
involved in the educational process..
Focus 5
Indicate two areas that require particular attention in the development of an individualized education
program (IEP) for a student from a CLD background; identify one challenge in serving children from
CLD backgrounds in the least restrictive environment.
Focus 6
Identify three ways in which poverty and migrancy may contribute to the academic difficulties of children
with CLD backgrounds, often resulting in their referral to special education.
Focus 7
Cite two conceptual differences between using a culturally and linguistically responsive model versus a
deficit model.

CHAPTER/ LECTURE OUTLINE

I. A CHANGING ERA IN THE LIVES OF STUDENTS WITH DISABLITIES FROM

CULTURAL AND LINGUISTACLLY DIVERSE BACKGROUNDS - Educational
reformers identify two particular groups of students who have been underserved in the
education community—in one case, because of their disabilities and in the other because of
their cultural, linguistic, or racial background.
a. Multicultural education evolved from a belief that the needs of children whose cultural
or linguistic backgrounds differed from those of the majority were not being
appropriately met.
II. PURPOSES OF AND APPROACHES TO EDUCATION
a. General Education
i. To provide education for all students and help them achieve academically and
socially.
ii. Implemented by teaching students according to chronological age and evaluating
their performance on the basis of what society expects children of a specific age to
achieve.
b. Multicultural Education and Its Role
i. Cultural pluralism; The cultural or linguistic differences of individuals and how
those differences work together to create a richer society.

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 5-6

ii. Modified cultural pluralism; Multiple cultural subgroups living together in a

manner that preserves the characteristics (traditions, culture, language) of the group
and promotes the interaction between groups to create vibrant, viable, and
sustainable communities.
iii. Social capital; Made up of two kinds of social interactions, bonding capital that
strengthens the cultural characteristics within a group, and bridging capital that
promotes more formal social ties across cultures to create mutual interests that
strengthen the shared society.
c. Special Education and Its Role
i. To provide opportunities for each child with a disability to learn and develop.
ii. Evaluation is based, at least in part, on individual attainment of a specified mastery
level, not entirely on comparison with norm-based averages.
III. MULTICULTURALISM/DIVERSITY AND SPECIAL EDUCATION - An uneasy
interface exists between multicultural and special education, involving special education’s
role of serving children who are failing in the general education classroom.
a. Prevalence and Disproportionality of Students from Culturally and Linguistically
Diverse Backgrounds.
b. Prevalence: The Changing Population in the United States
i. Ethnic and Cultural Diversity
ii. Language Diversity
1. Bilingual
2. Limited English Proficiency
3. English as a second Language
4. Dual language or dual immersion
c. Disproportionality of Culturally Diverse Children in Special Education: Several factors
are associated with students at risk for academic failure.
i. Assessment and Placement
1. Decisions regarding school placements in special education and other
educational services are heavily influenced by assessment and academic
context.
2. In the past, the mainstream culture has largely determined the definitions,
diagnoses, and treatments that result in more nonmainstream children than
expected being misidentified for specialized education.
ii. High School Completion
1. Disproportionality of CLD and low-income students completing high school is
troubling.
iii. English Language Learners (ELLs)
1. Research indicates that ELLs with low proficiencies in both English and their
native language are more likely to be identified for services under the special
education category of specific learning disability when the population of
English language learners in a district is substantial.
2. However, if the ELL population in general is lower, they tend to be
underrepresented in special education.
iv. Nondiscriminatory and Multidisciplinary Collaboration
1. Nondiscriminatory Assessment; Professionals who are not properly trained to
interpret results for the child from a culturally and linguistically diverse

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Instructor’s Manual 5-7

background may lead to misdiagnosis and inappropriate academic or social

intervention
a. Test Bias, Assessment Errors, and Measurement Bias
i. Test bias: A test or testing procedure that creates a disadvantage for one
group as a consequence of factors unrelated to ability, such as culture,
linguistic or racial background, or gender.
ii. Measurement bias: An unfairness or inaccuracy of test results or their
interpretation that is related to cultural or linguistic background, gender,
or race
a. Professional Judgment
b. Nondiscriminatory Assessment Tools
2. Language Diversity
a. ELL students may be thought to have speech or language disorders or may
be disregarded for consideration because of their lack of English
proficiency.
b. A particularly difficult situation exists for students with limited English
proficiency and a language disorder, such as delayed language development.
3. Professional Preparation
a. Culturally and linguistically responsive teacher preparation trains
professionals to be constantly aware of potential bias due to cultural and
language differences as well as other factors that may mask students’ true
abilities.
4. Culturally and Linguistically Responsive Teaching
a. Focuses on the strengths, prior knowledge, and experiences of the learner
and the family to create an effective learning environment
IV. PARENTS FROM DIFFERENT CULTURES AND INVOLVMENT IN SPECIAL
EDUCATION
a. Parental involvement in the education of students with disabilities required by IDEA
b. Family’s attitude may influence how a child’s intervention proceeds.
c. Interpersonal communication differences important to understand in supporting
children and families who are culturally diverse
V. SPECIAL EDUCATION FOR CULTURALLY DIVERSE STUDENTS
a. Individualized Education: First consideration is the educational needs of the child
established by the team in context of the general curriculum.
i. Language Acquisition; All language acquisition is based on development stages and
experience,
VI. The Least Restrictive Environment (LRE)
a. LRE Guiding Principles
i. Instruction for students with disabilities takes place in an environment as similar to
that of the educational mainstream as possible.
ii. Instruction should take place alongside peers without disabilities to the greatest extent
appropriate.
VII. OTHER DIVERSITY CONSIDERATIONS
a. Children Living in Poverty
i. Poverty does not exert a simple, singular influence; rather, it is accompanied by a
complex set of other influences, including detrimental physical elements of the

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Instructor’s Manual 5-8

environment, the children’s assessment of their own abilities, teachers’ judgments

of the children’s performance, and other environmental influences.
b. Children from Migrant Families
i. In many cases, the circumstances of migrancy are associated with economic
disadvantage as well as cultural and linguistic differences, creating social and
physical isolation from much of the larger community.
c. Multicultural Issues and Specialized Instruction
i. Specialized instruction for students with disabilities who come from culturally
diverse backgrounds must be based on individual need.
ii. It is also important to note that most children from culturally diverse backgrounds
do not require special education
VIII. USING A CULTURALLY LAND LINGUISTICALLY RESPONSIVE MODEL VERSUS
A DEFICIT MODEL
a. Special education is primarily seen as a deficit model, focusing on learning and social
skills different from the norm. Another model that must be considered when working
with all children is to view them from what they already know or from their funds of
knowledge. This is especially important when working with children from CLD and
poverty environments because they may have very different but very relevant funds of
knowledge than their peers or teachers from middle-class families.
b. Many people, including peers and professionals, infer that children in special education
are somehow inferior to those who do not require such instruction.
IX. LOOKING TOWARD A BRIGHT FUTURE
X. CULTURAL AND LINGUISTIC DIVERSITY CONTINUE TO BE INTEGRAL PARTS
OF OUR DAILY LIVES IN THE UNITED STATES.

DISCUSSION AND ASSIGNMENT TOPICS

LECTURE NOTE II. The philosophy behind multicultural education rejects the views that schools should
seek to blend cultural differences and merely tolerate cultural pluralism. Instead, supporters believe that
schools should encourage diversity.
Discuss with students whether the goal of blending cultural differences is realistic for education.
Is it a goal that the majority culture would support? Should teachers be expected to respond to all types of
cultural diversity? What role should education play in promoting cultural differences? How should the
current curriculum be changed to accommodate the multicultural population?

LECTURE NOTE II. Appropriate education for culturally diverse populations must emanate from
common purposes and goals of education.
Discuss with class members their opinions of the purposes and common goals of general
education. What are the goals of multicultural education? Are the same goals appropriate for all students?

LECTURE NOTE III. Multiculturalism/Diversity and Special Education. Children from cultural minority
backgrounds represent a disproportionately large group in special education as a result of labeling and
placement decisions based on psychoeducational assessment. The major difficulty lies in the bias of the
measurement instruments employed.
Provide students with the opportunity to look at commonly used tests. Discuss factors that may
contribute to bias. Ask students to prepare examples of test items that are obviously biased, some that
suggest discrete bias, and some that are not biased. Ask volunteers to respond to selected examples in a

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 5-9

subsequent class meeting and discuss reactions to the biased items. Also discuss advantages and
disadvantages of alternative procedures (e.g., interviews, informal observations, home visits).

LECTURE NOTE IV. Some authors suggest that appropriate instruction is the pivotal concept in
multicultural special education. Appropriate instruction for students in special education is typically
arranged through the development of an individualized education program (IEP).
Discuss what components should be included in an IEP to address problems that arise from
cultural diversity (e.g., strategies to communicate across cultural boundaries). Guide the class in
developing an IEP for the students described in the Snapshot.

LECTURE NOTE V. Different cultures hold different beliefs about education. Activities of utmost
importance to one cultural group may be seen as less important or even offensive to another.
Instruct each class member to interview an individual from another culture, or invite a representative
from another culture to speak to the class. Questions to pose include: Is education provided on an equal basis
to both men and women in your culture? How many years of schooling do most people receive? Is education
provided for only certain economic groups? What types of courses are taught? Are certain courses required
for everyone?

LECTURE NOTE VIII. A student from an impoverished environment may be at risk before he or she is
even born.
Discuss the following: In what ways can support services be provided to mothers at risk (i.e.,
poor, single, etc.). After birth, what types of services can be provided? Are these services commonly
available?

LECTURE NOTE VIII. Much remains to be learned about the effects that expectations have on students—
namely, how and the degree to which expectations affect performance. All students are subject to
expectations of parents, teachers, and the like. Unfortunately, expectations sometimes become a
self-fulfilling prophecy. What happens when specific cultural expectations differ from those of the
cultural majority?
Instruct each student to select a cultural minority commonly represented in the United States (e.g.,
Asian, Hispanic, African American), and prepare a brief written report describing differing expectations
placed upon the men and women of that culture. Sources can include written materials as well as
interviews.

LECTURE NOTE IX. Colleges and universities are continually addressing the issue of how to better
prepare teachers to meet the diverse needs of students.
Instruct students to list the skills they will need to teach students from culturally diverse
backgrounds. Are those skills significantly different from those needed to teach students from the cultural
majority? If so, how? Should a course be designed specifically to address issues in multicultural education?
Guide the class in a discussion of options for multicultural education in teacher preparation programs.

MASTERY ACTIVIES AND ASSIGNMENTS

To master the content within this chapter, complete the following activities and assignments. Online and
interactive versions of these activities are also available on the accompanying Education CourseMate
website, where you may also access TeachSource videos, chapter web links, interactive quizzes, portfolio
activities, flash cards, an integrated eBook, and much more!

1. Complete a written test of the chapter’s content. If your instructor requires a written test of your content
knowledge for this chapter, keep a copy for your portfolio. A practice test on the information covered in
this chapter is available through the Education CourseMate website.

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 5-10

2. Review the Case Study, “Nathan,” and respond in writing to the Application Questions. Keep a copy of
the Case Study and of your written response for your portfolio.
3. Read the Debate Forum in this chapter and visit the Education CourseMate website to complete the
activity “Take a Stand.” Keep a copy of this activity for your portfolio.
4. Participate in a community service learning activity. Community service is a valuable way to enhance
your learning experience. Visit the Education CourseMate website for suggested community service
learning activities that correspond to the information presented in this chapter. Develop a reflective journal
of the service learning experience for your portfolio

CASE STUDY FEEDBACK

NATHAN
What funds of knowledge might you assume are present in Nathan’s family? What connections did school
personnel use to engage the family and Nathan in the school? Nathan’s family appears to have a practical
understanding of nature and they use their life experiences to ensure the survival of their family and in
their everyday experiences. School personnel engaged the family and Nathan through Granny’s
volunteering at the school.

What culturally responsive practices did the school use to gather information about the family and
Nathan? How do you think this information supported an accurate interpretation of the test results? The
school used home visits, engaging Granny in the school environment, and inviting parents. This
information may have helped support test interpretations that although Nathan was of average
intelligence, he continues to have speech and language issues due to inadequate language acquisition.

What types of services might be helpful to Nathan in supporting his language development? What else
might you suggest the multidisciplinary team might have done or might continue to do to support
Nathan’s learning journey? Because all learning is language-based, vocabulary knowledge is a critical
element of the language development of young children. Subsequently, Nathan’s family could be
provided with ideas and material for enriching and enforcing vocabulary development at at home. The
IEP for Nathan should include systematic monitoring of language progress as well as academic progress.
Parental and grandparent involvement should continue to be encouraged and supported. Additionally,
sensitivity in interpersonal communication is very important when professionals deliver services to
children of families who are culturally diverse.

RELATED MEDIA

5.1 A Class Divided (DVD or VHS, 55 minutes). Discusses a much publicized 20-year-old experiment
about racial discrimination in a third grade classroom. The Richardson Company, 13 Creekwood Ln, SW
Lakewood, WA, 98499, Tel (800) 488-0319. 1985, $295.00, www.rctm.com/7990.htm

5.2 A Culture Undiscovered (VHS, 39 minutes). Colleges and universities have begun to expand their
efforts to integrate and accommodate students with learning disabilities, however they have sometimes
failed to take account of the different needs of students from diverse racial and/or ethnic backgrounds.
This film explores the impact of learning disabilities on racially and ethnically diverse students. Fanlight
Productions, Tel (800) 937-4113. 1999, $149.00, www.fanlight.com

5.3 Respecting Diversity in the Classroom (multimedia, 60 minutes, and facilitator’s guide). What is
the difference between ethnicity and race? When a child doesn’t respond, is it because of cultural
differences or a teacher’s preconceived expectations? What roles can religion and language play in the
multicultural framework? Using actual classroom situations, this program is a “how to” primer offering

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 5-11

ideas about exploring the richness of culture and ethnicity. Films Media Group, P.O. Box 2053,
Princeton, NJ, 08543-2053, Tel (800) 257-5126. 1996, $259.95, www.films.com

5.4 Society’s Problems in Children’s Lives (DVD-R or VHS, 29 minutes). With a divorce rate of
nearly 50%, the traditional family unit is becoming an endangered species in the United States. This
program examines many of the societal problems facing children today, and how these problems impact
the quality of children’s lives. Films Media Group, P.O. Box 2053, Princeton, NJ, 08543-2053, Tel (800)
257-5126. 1995, $89.95 (DVD-R) and $99.95 (VHS), www.films.com

5.5 Born with a Wooden Spoon: Welcome to Poverty U.S.A. (DVD-R or VHS, 60 minutes). This
program analytically and sympathetically discusses the effects and implications of poverty by examining
factors such as illiteracy, insufficient job skills, substance abuse, and crime. Films Media Group, P.O.
Box 2053, Princeton, NJ, 08543-2053, Tel (800) 257-5126. 2006, $149.95 (DVD-R) and $159.95 (VHS),
www.films.com

5.6 Collector of Bedford Street (DVD, 34 minutes). This documentary provides an intimate look at a
60 year old community activist with developmental disabilities. Although raising thousands of dollars
yearly for charity, this man lives below the poverty level. Program Development Associates, P.O. Box
2038, Syracuse, NY 13220-2038, Tel (800) 543-2119. 2005, $199.95, http://www.pdassoc.com

5.7 Thanh: A Documentary. This videotape chronicles the life of Thanh Diep, a Vietnamese American
teenager with severe physical disabilities who has maintained a 3.0 grade average in middle school. Diep
is followed through the routines of an average school day, interwoven with glimpses of her family life,
artwork, and connections in the local Vietnamese community. Mainstreaming, different modes of
communication, wheelchair access to public spaces, and the layering of cultural identities are all
discussed. Laurie Collyer, 966 Dolores St., No. 5, San Francisco, CA 94110, Tel (212) 262-2838. 1994,
www.abm-medien.de/filmbuero/thanh_e.htm

5.8 A Wheelchair for Petronilia (VHS, 28 minutes). In Antigua, Guatemala, life for anyone with a
mobility impairment is hard. After Alba Hernandez had polio at the age of five, she had to be carried
everywhere by her mother. Eventually a group of nuns gave her a donated, second-hand wheelchair.
Twenty-three year-old Alex Galvez became paraplegic at the age of 14 when caught in the crossfire of a
neighborhood gunfight, and today is the president and co-founder of the Transitions program where Alba
Hernandez works. Fanlight Productions, Tel (800) 937-4113. 2003, $199.00, www.fanlight.com

5.9 Celebrating Diversity (DVD, 27 minutes). A universal message from the real “Rain man.” This
video provides a powerful teaching and learning tool for educators, teachers, and students committed to
creating a more inclusive and tolerant school community. Program Development Associates, P.O. Box
2038, Syracuse, NY 13220-2038, Tel (800) 543-2119. 2007, $69.95, http://www.pdassoc.com

5.10 When Words Hurt (DVD, 22 minutes). This program is designed to engage students’ sense of
social responsibility by creating an awareness of personal and cultural diversity and developing empathy
for victims of these hateful words. Program Development Associates, P.O. Box 2038, Syracuse, NY
13220-2038, Tel (800) 543-2119. 2002, $79.95, http://www.pdassoc.com

5.11 Color-Blind: Fighting Racism in Schools (DVD-R, VHS, or Digital On-Demand, 27 minutes). As
school populations become more diverse, racial intolerance is surfacing. In this program, five students
from a variety of cultural and ethnic backgrounds speak about racial harassment at their high school.
Films Media Group, P.O. Box 2053, Princeton, NJ, 08543-2053, Tel (800) 257-5126. 1999, $99.95
(DVD-R), $109.95 (VHS), and $49.98 (Digital On-Demand), www.films.com

Copyright © Cengage Learning. All rights reserved.