159. Global Perspectives on Culturally Responsive Teaching Practices in O&M with Molly Pasley and Panelists Part 1
Topics:
orientation and mobility, cultural responsive teaching in orientation and mobility, global perspectives in orientation and mobility education, cultural diversity in O&M instruction, culturally responsive O&M practices, inclusive learning environments for visual impairments, cultural sensitivity in education, diverse values in independence education, multicultural
In this exciting episode, we embark on a journey into the world of Cultural Responsive Orientation and Mobility (O&M). This buzzworthy phrase has been circulating in educational circles, but what does it truly entail? How can it be effectively implemented, and does it genuinely make a difference in the lives of those being taught? Today, we're thrilled to bring you insights from both O&M specialists and their clients, shedding light on this crucial aspect of education.
This presentation’s panel, led by the dynamic Molly Pasley, recognized the importance of delving into the heart of Cultural Responsive Orientation and Mobility. Their goal was clear: move beyond conventional perspectives and elevate the voices and experiences of the clients themselves. In this episode, three O&M specialists and three clients join forces to provide a comprehensive understanding of what Cultural Responsive O&M looks like in practice.
The ultimate goal of this episode is to empower educators. By sharing the experiences of both specialists and clients, the podcast provides practical insights that educators can incorporate into their teaching methodologies. The hope is that this information serves as a catalyst, propelling educators to take steps toward greater cultural responsiveness, ultimately enhancing the learning experiences of their students.
In the dynamic landscape of education, voices from diverse backgrounds and experiences enrich the learning journey. In this blog post, we introduce a panel of educators who bring a wealth of knowledge and perspectives to the table. These individuals, joining us both in person and via video, contribute to the tapestry of educational experiences that shape the future of teaching and learning.
Meet Molly Pasley and the Dynamic Panel
Let's start with Molly Pasley, our guide through this enlightening presentation. Molly serves as an assistant professor in the Visual Disabilities Program at Northern Illinois University. With a background as a Teacher of Students with Visual Impairments and a Certified Orientation and Mobility Specialist, Molly brings a unique blend of practical experience and academic insight to her role. Having worked extensively with both children and adults, Molly's diverse expertise sets the stage for a rich exploration of culturally responsive teaching practices.
We also have Angel Black, who is a nationally Certified Orientation and Mobility Specialist and Project Coordinator for the Alaska Deafblind Project. Angel Black hails from Norman, Oklahoma. Having moved to Alaska in 2016, she has made significant contributions to the field of special education and O&M since 2016.
Autumn Boots is a certified Teacher of Students with Visual Impairments and Orientation and Mobility Specialist. Autumn Boots is a force in the education realm. With a background in special education, visual impairment, and elementary education, Autumn's journey has taken her from Pennsylvania to her current role at the Juneau School District in Alaska.
At the heart of education is the student experience, and Mackenzie, a nine-year-old third-grade student in Juneau, Alaska, offers a unique perspective. Engaged in the Clinkit Culture, Language, and Literacy Program, Mackenzie proudly identifies herself as the clan leader of the Eagle Bear Clan.
Jeremy, Oseas, and Steve round out our panel of educators, each bringing a distinct perspective and set of experiences to the conversation. They shared their stories, insights, and reflections on culturally responsive teaching practices.
The Heart of Culturally Responsive Teaching
Culturally responsive teaching is a continuous journey, an ongoing process that requires dedication and open-mindedness. Embarking on the journey of culturally responsive teaching practices in Orientation and Mobility (O&M) instruction is not just about meeting a checklist but involves a deep commitment to intentional teaching. At its core, culturally responsive teaching is not a haphazard approach; it's deliberate and informed. It begins with the cultivation of a cultural diversity knowledge base, where educators invest time to learn about the unique backgrounds of their students. This intentional approach ensures that instruction is tailored to the assets learners bring to the table rather than focusing solely on deficits.
Focusing on Assets
In the realm of O&M, understanding learners' needs is essential, but culturally responsive teaching takes it a step further by emphasizing learners' assets. Teachers create opportunities that build on these assets, fostering more meaningful learning experiences and facilitating enhanced growth. This component highlights the importance of acknowledging and leveraging the strengths each learner possesses.
Knowledge Development and Implementation
Culturally responsive teachers invest time in developing their knowledge about the cultural diversity within their community. This involves getting to know clients, families, and community members while implementing culturally relevant curricula. The process extends beyond merely learning about different cultures; it involves open conversations to collaboratively plan instruction. Panelists in the field share their experiences and strategies for developing culturally relevant curricula, providing practical insights for educators.
Setting High Expectations
Setting high expectations for students is not a groundbreaking concept, especially in the field of O&M, where instructors often hold high standards for their visually impaired students. The key lies in maintaining these high expectations and providing opportunities for learners to build skills through tailored instruction. This approach ensures that learners rise to meet these expectations, fostering continuous growth.
Communication Styles and Multicultural Examples
Appreciating different communication styles and incorporating multicultural examples in instruction are integral components of culturally responsive teaching. In O&M, understanding students' unique communication styles enhances communication and connection. By incorporating multicultural examples into instruction, educators bridge the gap between theoretical concepts and practical applications, making the learning experience more relatable and engaging.
Translating Culturally Responsive Teaching to O&M Instruction
Bringing culturally responsive teaching practices into O&M instruction involves a careful and thoughtful approach. Educators need to listen and learn about the community norms and values to determine relevant target skills for assessment and instruction. Creating a supportive learning environment and maintaining high expectations are crucial steps, ensuring that learners not only acquire skills but also find them relevant to their lives and communities.
Understanding Diverse Values
The foundation of cultural responsiveness lies in acknowledging the diversity of values that individuals hold. What may be considered essential or valuable by one person may differ significantly from another's perspective. Recognizing this diversity is crucial, especially when working with learners from various cultural backgrounds. Mary Tollefson's book emphasizes the need to avoid imposing personal values onto learners and highlights that independence might not be universally valued. Instead, some cultures may prioritize interdependence or codependence. Panelists share their perspectives on what independence means within their specific contexts, shedding light on the multifaceted nature of this concept.
Creating a Supportive Learning Environment
Building an authentic and supportive learning environment is paramount. This involves cultivating relationships grounded in care and respect, as well as creating welcoming spaces with materials that reflect the learners' diversity. The goal is to foster an atmosphere where every individual feels seen, heard, and valued. As the panelists share their experiences, listeners gain valuable insights into practical strategies for creating environments that honor cultural diversity.
Maintaining High Expectations
In the realm of O&M, instructors often work with a diverse range of students, each presenting unique challenges and abilities. Maintaining high expectations becomes a delicate balance of identifying necessary skills and providing the appropriate support to help learners reach those elevated goals. The concept of scaffolding, or building up supports, becomes essential in guiding students toward their highest potential. Encouraging a growth mindset and normalizing the acceptance of mistakes contribute to a positive and empowering learning environment.
Visual Representation of Culturally Responsive Education
A visual representation of culturally responsive sustaining education is presented, emphasizing key elements. Centering and valuing students' cultures and identities, using rigorous and relevant curriculum, building positive relationships between students, families, and school staff, and supporting students to develop the knowledge, skills, and vision to transform the world are integral components. This illustration serves as a guide for educators to align their practices with culturally responsive principles.
What is Independence?
Independence, a concept often hailed as a universal goal, takes on diverse meanings when explored through the lens of individual experiences. In a compelling conversation with an indigenous gentleman in Darwin, the notion of independence unfolded in unexpected ways. He expressed that, for him, independence could sometimes feel a bit lonely. Accustomed to navigating the world surrounded by friends, colleagues, and family, he found solace in what he termed as "interdependence." He cherished the moments when he could rely on his cane skills, traverse the environment independently, and yet maintain a connection with the world around him. This perspective challenges conventional notions of independence, opening the door to a broader understanding of self-sufficiency.
Shifting the focus to nine-year-old Mackenzie from the Clinkit clan in Juneau, Alaska, we gain a fresh and candid perspective on independence. When asked what independence means to her, Mackenzie associates it with doing things by herself. However, her definition doesn't necessarily equate to solitude. For Mackenzie, independence involves the ability to walk around and engage in activities by herself, emphasizing the balance between self-reliance and community engagement.
These varied interpretations challenge preconceived notions and emphasize the importance of embracing diverse perspectives when considering independence. As educators and orientation and mobility specialists, it becomes crucial to approach independence with cultural sensitivity. Recognizing that the concept is subjective and can manifest differently for each individual is a step towards providing more inclusive and personalized support. The Tollefson book echoes this sentiment, highlighting that the goal isn't necessarily striving for independence in a traditional sense but fostering interdependence and community engagement.
Adjusting Communication Strategies in O&M Instruction
The effectiveness of communication between instructors and clients plays a pivotal role in fostering positive relationships and enhancing the learning experience. Jeremy, an O&M specialist with experience in remote areas of Australia, emphasizes the importance of cultural awareness and preparation before engaging with clients. In indigenous communities, close-knit networks and the influence of elders shape the communication landscape. Knowing key figures and agencies, understanding the client's environment, and collaborating with the community contribute to effective O&M instruction. Jeremy underscores the significance of listening and paying attention to the client's community, fostering an inclusive and collaborative approach.
Oseas, with his unique perspective as a visually impaired individual receiving O&M instruction, sheds light on the value of direct communication. Openly sharing his strengths and weaknesses, Oseas guides his O&M instructor in tailoring lessons to his specific needs. His preference for landmark-focused routes over maps and a focus on advanced skills rather than basic cane techniques exemplifies how direct communication can enhance the learning process. Oseas' story highlights the power of transparency in building a collaborative and effective instructional relationship.
Oseas' journey takes an interesting turn as he shares his experiences receiving O&M instruction in both Guatemala and the United States. Adapting to a new language, understanding English terminology, and incorporating technology into lessons required a nuanced approach. Oseas emphasizes the importance of learning not only the English language but also understanding the specific Spanish language nuances in the diverse community of Miami. His story highlights the need for instructors to be attuned to language and cultural variations to make lessons meaningful and relevant.
In the exploration of global perspectives on culturally responsive teaching practices in Orientation and Mobility (O&M), it becomes evident that the fabric of effective education is woven with diverse threads. From the rich insights shared by educators and visually impaired individuals across different continents, a universal truth emerges – the importance of cultural sensitivity and adaptability in O&M instruction. Whether navigating the remote terrains of Australia, the culturally vibrant communities in Alaska, or transitioning between languages and environments in Guatemala and the United States, the global tapestry of experiences reinforces the dynamic nature of education.