The Intercultural Sensitivity Development (ISD) program reviews the research-evidence basis of Development Model of Intercultural Sensitivity (DMIS) for education and industries and the measurement and interpretation of Intercultural Sensitivity Inventory (IDI). By definition, Intercultural sensitivity is “an individual's ability to develop a positive attitude towards understanding and appreciating the cultural difference that promotes an appropriate behavior in intercultural communication.” Many teachers live in a world completely separated from the one in which their students live. Our premise in the design of ISD is that when teachers commit to the process of becoming intercultural sensitive and understanding the complexity of their students’ multi-cultural experience, they make positive impacts on the lives of their students. The IDI measures the most likely cultural orientation of the participants and is used to design appropriate training and intervention method to improve competency covered in Intercultural Diversity Competency (IDC) Program (Part II of the KESC Intercultural Diversity Education). The ISD activities are very interactive and clarify what cultural competence is and why it is needed, helps employees enhance their understanding of their own culture, and increases their intercultural sensitivity and competence. Participant Outcome:
- Understanding of the developmental model of intercultural sensitivity
- understanding of multicultural education curriculum transformation will be improved;
- Develop skills on how to use Inter-cultural Sensitivity index to increase teachers’ effectiveness in intercultural sensitivity.
- Understanding innovative teaching methods that will impact the management of individual beliefs to positively impact their students' or employees' thinking and emotions about cultural diversity.
- Teachers and administrators will understand the dimensions of multiculturalism and their integration into curriculum transformation.
- Improvement of teaching pedagogy that meet all students academic needs
- Ability to identify the cultural orientation of the teachers or employees that need to be addressed in dealing with the needs of subgroups (female, minority students, disabled, socially and economically disadvantaged students;
- Administrative leadership ability to measure and use Intercultural development inventory (IDI) data which can provide research-reliable data for informed decision-making in which diversity consideration is a factor
- Improved intercultural communication capacity of counselors to address the needs of diverse learners (gender, ethnic background, socioeconomic status, differing ability levels, learning styles, limited English language proficiency or disabilities);
- Skills for advocating the processes needed to address institutional and social barriers that impede access, equity, and success for students;
- Understanding of the cultural context of relationships, issues and trends in a multicultural, diverse society;
- Make signficant progress in individuals' level of cultural competency.
For more information, please contact us at diversity @kanmas.com or call (412) 894 8595