Gallaudet University Laurent Clerc National Deaf Education Center Creating a Multicultural School Climate for Deaf Children and Their Families Responding to Changing Needs

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A 1988 report from the Commission on the Education of the Deaf, Toward Equality, and the 1989 work by Johnson, Erting & Liddell, Unlocking the Curriculum, fostered an ongoing debate regarding the status of education for deaf and hard of hearing students in this country. Missing from that debate is an analysis of the achievements of multicultural deaf children (Gerner de Garcia, 1992). Neither of those major reports, for example, addresses the academic performance of African-American deaf children, whose achievements fall below those of white deaf children, nor of Hispanic deaf children, who achieve at the lowest level of all (Cohen, Fischgrund & Redding, 1990). In responding to the needs of children from diverse backgrounds, educators can take advantage of the vast literature and resources available on bilingual and multicultural issues in education. While written with a hearing population in mind, much of that information is also relevant to the situations of deaf children and their families. Educators of children and youth who are deaf may have an even greater responsibility to create environments that value and respond to a multiplicity of perspectives and learning styles. Communication barriers often prevent deaf children in hearing families from acquiring a complete understanding of the accepted values, traditions and behaviors of the cultures into which they were born (Henderson & Henderschott, 1991). Schools can create vital cultural and linguistic links for families, students, and communities. Multicultural education, however, provides far-reaching benefits for students from every kind of background. Youngsters from society's "mainstream" also thrive in schools that model respect and appreciation for diversity, helping them develop skills for learning and interacting in a culturally diverse society. Is your school culturally competent? How well does the faculty of your program understand the multiple perspectives your students bring to school? Are your outreach activities and educational services inviting and fully accessible to families? Are the curricula, instructional approaches, and materials used in your program selected with a view to helping all of the students participate in the society of the future? Is there a commitment to creating an environment that represents every facet of the school community, one that encourages full participation? The following guidelines, based on the research literature and the experiences of the authors, are designed to help educators build a multicultural learning environment for students and their families. Cross-Cultural Competence The development of cultural competence is a process; the goal is for every member of the school community to demonstrate respect and appreciation for diverse traditions, beliefs, lifestyles, and languages. It also assumes the ability of educators to translate that understanding and sensitivity into practical skills for working and interacting with people from a variety of cultures to build bridges between families, students, communities, and schools. Lynch & Hanson (1992) suggest the following strategies for developing cultural competence: Develop a clear understanding of your own beliefs, values, and practices, and how they are influenced by culture. Gather information about the cultures of individuals and groups represented among the populations you serve. Recruit help from bicultural individuals as guides to specific customs and practices. Participate in the activities of members of other cultural groups. At a minimum, learn a few common phrases in the languages of families with whom you work. Recognize differences in the communication styles of various cultures; learn to communicate in culturally appropriate ways. When disagreements occur, show respect and make a sincere effort to understand other perspectives. Outreach Services Barriers to providing families with information and services arise when professionals and school programs respond inadequately to cultural or linguistic differences. Schools need to establish routine practices that will minimize misunderstandings and improve the accessibility of programs and services to all members of the community. Family members are more likely to develop an understanding of the deaf experience and to become involved in school-sponsored activities when school personnel develop and use culturally sensitive approaches. For every family, ways of adjusting to and accommodating a child who has disabilities, including deafness, are influenced by the family's basic values and beliefs. Cultural values and family structures or roles may affect the family's responses to professional intervention or school expectations, and may provide insight into how and with whom the school should communicate. In some families, for example, the male head of the household or a grandparent—rather than the mother—may be the appropriate person with whom to discuss a child's progress and program recommendations. The child's mother may be unwilling or unable to make decisions, or even to communicate directly with professionals in the school. Lack of participation or "enthusiasm" may be the result of many factors, including lack of trust in educational or other public institutions, or a history of negative experiences with schools and public services. It may also indicate high levels of stress for family members, overwhelmed by the dual struggles of trying adapt to the dominant culture and to understand the implications of their child's deafness (Fischgrund, Cohen, Clarkson, 1987). The following suggestions may help improve home/school relationships and encourage greater participation of families who are not part of the mainstream culture. Provide translations of printed information for parents, including school and program brochures, newsletters, and announcements of special events. Provide language interpreters to assure full access to all school functions and programs. Be specific about ways in which parents can get involved in their children's education. Develop trusting, personal relationships with families. Offer opportunities for parents from various language groups or ethnic communities to meet and form support groups; for example, set up groups of Hispanic or Asian parents. Develop an advocacy system to help parents express their views, even when those views differ from those of the school, educational professionals, or other parents. Arrange community meetings to share information about school programs, resources and services. Make it easier for families to attend school functions by providing transportation and child care. Organize "buddy systems" to welcome new students and their families to the school. Schedule events on days and times that are likely to attract all members of the school community. Plan school events and programs in consultation with individuals from the various communities associated with the school.

Contact Ken Kurlychek with comments or suggestions about this web page. Last modified July 22, 1997 Copyright © 1997 All Rights Reserved Laurent Clerc National Deaf Education Center Gallaudet University 800 Florida Ave. NE Washington, DC 20002-3695