Diversity Project is comprised into 3 components:

Part One: My Personal History Activity (worth 10 points)
Part Two: Diversity Project- Media (worth 50 points)
Part Three: Disability Status and individual, family or country experience
For this part you only need to select one (1) of the below.
Analysis of an Individual’s experience
Analysis of a Family’s experience
Analysis of a Country’s experience

Analysis of an Individual’s experience:
1. Using Figure 3.1 on page 74 of the textbook, identify a microculture that you would like to investigate. Within this microculture, you will need to identify an
individual with a documented disability as identified by IDEA (or who has/had a Section 504) who differs from you.
(i.e. if I select the microculture- ‘gender’, then I would need to identify a male who has a documented disability.)
2) draft a document of any preconceived notions/ideas or biases you have regarding the experiences of the individual you are interviewing. These must be submitted to
the appropriate assignment box PRIOR to completing step 2.
3) Have the individual (or his/her designee) sign and return to you the Consent form included in this folder.
b) as the student, sign the confidentiality policy form included in this folder
4) Scan the completed consent form and confidentiality policy form and submit to the appropriate assignment box PRIOR to proceeding with number 5.
5) Schedule a time to interview and observe the individual.
a) The semi-structured interview should be audiotaped, if possible. Each interview should be a minimum of 30 minutes. Guided questions are provided within this
folder.
b) The observation can occur in any context. It must be a minimum of one hour and notes should be taken regarding what you see, hear, etc.

6) Submit your interview transcripts and observational notes to the appropriate assignment boxes PRIOR to proceeding to number 7.
7) After completing all of the above stated activities, each student will analyze the data and write a paper. The paper should include relevant contextual information
about the interview, the community context observed, and other appropriate information. Additionally, it should provide a critical analysis of how your preconceived
notions/ideas or biases regarding the individual and the two identified micro-cultures were supported or refuted by the information gained.
Findings should be supported with research from the literature with a minimum of three citations. The paper should be approximately 4-6 double-spaced pages
and must be written in APA format.

Items to submit:
Preconceived notions/ideas/biases with the selected microculture clearly stated
Consent form
Confidentiality form
Interview transcripts/Observation Notes
Paper

Analysis of a Family’s experience:
1. Using Figure 3.1 on page 74 of the textbook, identify a microculture that you would like to investigate. Within this microculture, you will need to identify a
family who has a member birth-21 years of age with a documented disability as identified by IDEA (or who has/had a Section 504) who differs from you.
(i.e. if I select the microculture- ‘gender’, then I would need to identify a male who has a documented disability.)
2) draft a document of any preconceived notions/ideas or biases you have regarding the experiences of the family you are interviewing. These must be submitted to the
appropriate assignment box PRIOR to completing step 2.
3) Have an adult family member sign and return to you the Consent form included in this folder.
b) as the student, sign the confidentiality policy form included in this folder
4) Scan the completed consent form and confidentiality policy form and submit to the appropriate assignment box PRIOR to proceeding with number 5.
5) Schedule a time to interview and observe the family with the individual with a documented disability present.
a) The semi-structured interview should be audiotaped, if possible. Each interview should be a minimum of 30 minutes. Guided questions are provided within this
folder.
b) The observation can occur in any context. It must be a minimum of one hour and notes should be taken regarding what you see, hear, etc.

6) Submit your interview transcripts and observational notes to the appropriate assignment boxes PRIOR to proceeding to number 7.
7) After completing all of the above stated activities, each student will analyze the data and write a paper. The paper should include relevant contextual information
about the interview, the community context observed, and other appropriate information. Additionally, it should provide a critical analysis of how your preconceived
notions/ideas or biases regarding the family and the two identified micro-cultures were supported or refuted by the information gained.
Findings should be supported with research from the literature with a minimum of three citations. The paper should be approximately 4-6 double-spaced pages
and must be written in APA format.

Items to submit:
Preconceived notions/ideas/biases with the selected microculture clearly stated
Consent form
Confidentiality form
Interview transcripts/Observation Notes
Paper
Analysis of a Country’s experience:
1. draft a document of any preconceived notions/ideas or biases you have regarding the experiences of the individuals with documented disabilities from the
country you have selected. These must be submitted to the appropriate assignment box PRIOR to completing number 2.
2. Complete a thorough literature review to determine the experiences of individuals with documented disabilities within that country. Submit annotated
bibliographies for a minimum of ten sources prior to completing number 3.
3. Analyze the literature and write a paper. The paper should include relevant contextual information about the country, its policies, practices, educational
supports as it relates to individuals with documented disabilities, and other appropriate information. It should compare and contrast research found regarding the
selected country and practices and information provided within the course textbook. Additionally, it should provide a critical analysis of how your preconceived
notions/ideas or biases regarding the country were supported or refuted by the information gained.
Findings should be supported with research from the literature with a minimum of ten citations. The paper should be approximately 8-12 double-spaced pages and
must be written in APA format.

Items to submit:
Preconceived notions/ideas/biases with the selected country clearly stated
Annotated Bibliographies for a minimum of ten sources
Paper
My Personal History Activity
This activity is to help you to understand how your past experiences with a diverse population of individuals (or lack thereof) can influence your teaching practices.
Sometimes this influence can occur without you sometimes being aware of it.

1. Take a few moments to reflect upon your own personal history as it relates to diversity and multicultural education. Critically self-reflection on your
experiences and identify biases that you may hold regarding families and children 1) who speak a language other than English, 2) who have a documented disability, 3)
who are at risk, 4) who receive gifted education services, and 5) who receive accommodations through a Section 504 plan

2. Using the chart, you are going to identify your personal beliefs regarding these six groups, and strategies that you plan to use to prevent any biases you may
hold from influencing your teaching practices.

3. Save the “My Personal History Activity” chart, and complete.

4. Submit your completed chart to the assignment box located with this tab.

MY beliefs regarding families and children…. Strategies to prevent any biases
who speak a language other than English,
who have a documented disability.
Who are at risk
Who receive gifted education services
Who receive accommodations through a Section 504 plan
Point Value Points Earned
Submitted a completed chart that includes:
a clear and thoughtful response to the “MY beliefs
regarding families and children” for all five categories listed 5
a clear and thoughtful response to the “Strategies to prevent any
biases” for all five categories listed 5

TOTAL 10
Comments:

SPECIFIC GUIDELINES FOR DIVERSITY PROJECT PART 2
Each student will analyze 2 hours of television programming marketed to young children and adolescents (approximately 7- 14 years of age), critiquing its level of
inclusiveness of individual with disabilities, and the presence of material that promotes or counters stereotypes and bias regarding individuals who have disabilities.
Students will consider and address how media portrayals of individuals with disabilities may impact individual development as well as interactions and relationships
within the classroom. Students will also identify strategies for countering bias and promoting classroom community.

Directions:
1- You will analyze two hours of television programming marketed to young children and adolescents (approximately 7- 14 years of age). This can be done by
watching two, one-hour episodes of a show, by watching four, thirty minute episodes or any combination of the indicated options.
2- You will need to save, and complete the attached worksheet “DIVERSITY PROJECT-part 2”
3- On the worksheet, you will provide the show’s name, the length of the show, and the network on which the show was viewed, and if applicable, the rating of the
show (i.e Y-7 or Y-14).
4- Also, included on the worksheet is a chart. Every 15 minutes, you will notate, by tally marks, the number of times in which the show’s content depicted 1)
stereotypes and bias and whether they were promoting or countering the stereotypes and 2) inclusive of characters/content involving individuals with disabilities. (do
include commercials)
5- In addition, you will provide a brief overall reaction to each show as well as indicate its level of inclusiveness of individuals with disabilities as well as
the disability category that was presented in the show.
6- Upon conclusion of each show, you will need to post your reaction to the show in the discussion board forum entitled “Diversity Project Part 2.” In your
reaction you will: 1) address how the media portrayed individuals with disabilities in the show(s) that you watched; 2) discuss how these portrayals may impact
individual development as well as interactions and relationships within the classroom; 3) identify strategies for countering any bias presented within these viewed
shows and promoting classroom community, and the appropriateness of the show for the age group it was intended based on its rating (i.e. Y-7 or Y-14).
Diversity Project- Media
Show Name:
Length of Show:
Network Show was viewed:
Rating of show, (if applicable):