CURRICULA; EDUCATION (GENERAL); SCHOOLS (GENERAL); STUDENTS; TEACHERS; TRAINING PROGRAMS;

EDUCATION - (GENERAL);

You asked for a summary of statutory provisions relating to diversity training for public school students and teachers.

SUMMARY

Several state laws either require or encourage public schools to incorporate aspects of diversity-related information in their instructional programs for students and in professional development and in-service programs for teachers. In addition, state law requires school boards to take diversity into account when assessing textbooks and instructional materials and makes diversity a component of state teacher preparation programs. Some of the diversity training laws are voluntary, merely giving local school boards the option to provide of training or specific topics in school curricula and teacher professional development programs.

This report summarizes the state laws on diversity training and instruction in schools. We include laws requiring or encouraging training in appreciation of gender, racial, ethnic, or cultural differences; that refer to instruction in issues surrounding specific ethnic, racial, or religious groups; or that are designed to make teachers more aware of students with disabilities.

STUDENTS

Curriculum Materials (§ 10-16b)

The State Board of Education (SBE) must make materials available to help local school districts develop instructional programs on certain topics and to encourage and help boards offer courses on the topics as part of their instruction. The topics include Holocaust education and awareness; the history of the Great Famine in Ireland; and African-American, Native American, and Puerto Rican history.

Textbooks and Instructional Materials (§ 10-18a)

Unless a legitimate educational purpose would otherwise be served, the law requires local school boards to select textbooks and other general instructional materials that present the achievements and accomplishments of people and groups from all ethnic and racial backgrounds and both sexes. This requirement does not prevent boards from using materials and teaching that emphasize the “traditional family structure. ”

TEACHERS

Teacher Preparation Programs (§ 10-145a(b))

Candidates in teacher preparation programs leading to state certification must be encouraged to complete a program component on intergroup relations. The intergroup relations program must be developed by people of both sexes and of various ethnic, cultural, and economic backgrounds. The program must have the objectives of (1) conveying appreciation of the ethnic, cultural, and economic groups in American society and their contributions to American civilization; (2) conveying understanding of the groups’ lifestyles; (3) counteracting biases, discrimination, and prejudice; and (4) assuring respect for human diversity and personal rights.

The law requires the SBE, the Board of Governors of Higher Education, the Commission on Human Rights and Opportunities, and the Permanent Commission on the Status of Women to establish a joint committee of agency members to develop and implement the intergroup relations programs.

Provisional Teaching Certificate Requirement (§ 10-145b(e))

The law requires a candidate for a provisional teaching certificate (the second level of state teaching certificate usually issued after three years of teaching) to have completed a minimum 36-hour course in special education that covers:

1. the growth and development of exceptional children, including handicapped and gifted and talented children and children who may need special education; and

2. ways to identify, plan for, and work effectively with special needs children in regular classrooms.

In-Service Training Requirements (§ 10-220a(a))

Certified teachers must complete 90 hours of continuing education every five years to maintain certification. Local and regional school boards must provide in-service training programs for their certified teachers, administrators, and pupil personnel. The in-service programs must provide information on, among other things:

1. the growth and development of exceptional children, including handicapped and gifted and talented children and children who may need special education; and

2. ways to identify, plan for, and work effectively with special needs children in regular classrooms.

The law also requires the SBE to help and encourage local boards to include, among other things, Holocaust education and awareness; the history of the Great Famine in Ireland; and African-American, Native American, and Puerto Rican history.

Intergroup Relations Training (§ 10-226f and g)

The law allows local school boards to provide a training program in intergroup relations for active teachers, in accordance with regulations SBE may adopt. The law also requires SBE, and allows each local school board, to select one of its employees to be coordinator of intergroup relations. SBE must prescribe the duties of its coordinator. Local board coordinators must, with the help of the SBE’s coordinator and within available local resources, (1) provide for conducting intergroup relations

training and workshops for the district’s teachers; (2) evaluate and recommend textbooks and materials concerning racial and cultural minorities; and (3) introduce and implement intergroup relations programs in the district’s schools.

The law expressly bars SBE’s regulations from requiring local boards of education to hire new personnel to carry out its purposes. The SBE has not so far adopted any regulations for this law.

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