Educational Community Whether Completing Can You

Discussion(1)

Post your reflection on the quote “Everything in the classroom revolves around realationships.” Take the time to understand all of the realtionships that can occur in a classroom. And,answer the the question

How can you meet the needs of culturally diverse students and parents during an IEP meeting?

comment on two of peers’ postings.(I will post their responces).

Katie Smith

I sincerely believe in the quote “Everything in the classroom revolves around relationships.” It has always been one my firmest beliefs that building relationships with students is the most important thing that a teacher can do. Especially concerning students with special needs or diverse learners, all students must feel valued, cared for, and important. Once they start to feel this, they will take bigger risks with their learning and try new things. Once this level of trust is reached, struggling students will make the biggest academic, social, and emotional gains. Furthermore, building relationships is also important for teachers. When we as teachers feel personally invested in our students, we put everything we have into our work. This passion drives quality instruction and it is infectious with colleagues. When teachers have positive relationships with each other and students, this makes a huge impact on the students, school as a whole, and even the community.

When working with culturally diverse families throughout the IEP process, it is very important to educate them on the process and make them feel comfortable. I would first start by making sure there is not a language barrier between us, and if so, I would make sure I had a bilingual teacher or translator at every meeting. Before any formal meetings, I would meet with the parents to discuss the process and explain the following: what the process looks like, the rationale behind the process, what types of decisions we would be looking at making, and who would be at each meeting. IEP meetings are extremely intimidating for parents because of the large group of staff members at the table. I feel that a preview conversation would go a long way, and I would want to educate the parent as much as possible before sitting at the “big table.” I would also invite the student to these meetings (depending on age and district philosophy with this) because parents are usually more comfortable with their son or daughter present. Lastly, I would work with our social worker or bilingual teachers, to educate myself and make sure that we are honoring any cultural values that the family may have or understanding any conflicts that they may have throughout the process. The important thing is to try to make the family feel that they are truly part of the IEP team and they have a say in decisions about their child; to do this, it is necessary to make them feel comfortable and make sure they understand.

———————————————————————————————————————

2-Eva Schutter

Relationships are everything in the classroom. This is a powerful and truthful quotation, and there are many relationships within a classroom that must be in place, in order to have a successful classroom; more specifically respect must exist between the various members. At the forefront of the the relationships is between the teacher and the individual students. Now this is not to say that the teacher needs to be friends with students, and I often say to my students, “I am not your friend, as I have friends my own age,” because having healthy student/teacher rapport is vital in reaching the students. Students will want to perform better for teachers whom they feel respect them. I have seen the most difficult students for some teachers turn into angels for others, based solely on the relationship they have with the teachers. Another relationship that must be put into place and worked on is between the students. This does not mean that everybody needs to be best friends, but that respect for all members need to be demonstrated in order to complete the task at hand. Students need to be good listeners and members of the educational community whether completing discussions, large group or small group activities, partner work, etc.

During IEP meetings, it is critical that culturally diverse parents be included in the educational decisions for their children. Parents need to be notified in their native language and an interpreter needs to be provided during the meeting. Some parents may not understand their role or their rights as parents, and need to be provided these, again, in their native language. I have often been pulled from my classes in order to translate during an IEP meeting and have seen that parents, regardless of culture or native language, are critical members of the IEP team. Sometimes it is more difficult to provide a translator, but the district must find a way, and should look into devices that can translate or reach out to the community or even family, who will often bring a person along who can translate.

Discussion(2)

1. Discuss talents that are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor. 2. How can you select standardized tests that are not culturally bias? 3. How can you identify gifted minority students? Do this by clicking “reply.” Remember to comment on two of your peers’ postings.

comment on two of peers’ postings.(I will post their responces).

Katie Smith

1. All students have a desire to learn, be accepted, and have choices. No matter what their cultural background is, each individual student can have strengths that are similar in many ways. Students want to be motivated intrinsically and want to have choice in their education. They want to have friends and be accepted by their peers. A good teacher can harness these commonalities among very diverse students in a classroom to make everyone feel connected. On the other hand, students’ unique backgrounds and cultural differences are also strengths because it brings very diverse thinking to a classroom.

2.When selecting standardized assessments that are not culturally biased, it is necessary to educate yourself on the assessment questions themselves and especially the normative data from the test. Diverse students need the opportunity to be just as successful as any student when taking the tests, no matter what their cultural background may be. First, it is important to make sure the questions asked on tests and the readings are culturally diverse and fair to all students. This is very hard to do because most of the assessment questions are not available because of fidelity aspects of testing protocols. However, what can be done is analyzing the student populations that were used to create normative data. This sample of students should consist of students of different ethnic and cultural backgrounds. Furthermore, students of different backgrounds should not score drastically different on the assessments. It is also important to make sure that this sample size is large enough to prove that the data is reliable.

3.The biggest problem with identifying diverse students for gifted programming comes from the assessments being biased and not appropriate for some students. It is important to give assessments that are not culturally biased. The tests should not give students of different backgrounds an unfair advantage and the assessments should be given only in a student’s native language. Also, it is important to make the gifted criteria based on several different pieces of data instead of using only one test to make decisions. The criteria should look at more than one standardized assessment, classroom observations, grades, and work ethic when determining which students are gifted.

2- Eva Schutter

Talents are present across all cultural groups, economic strata and in all areas of human endeavor. Unfortunately, students without access to opportunities do not always get hone in on those talents and abilities, as “nurture” can be even more important than “nature” – the natural abilities children seem to be born with. Students with a lack of resources miss out on critical opportunities because there are inequities in education that exist today. Also, the way that we identify giftedness is biased as well. For example, students may not have the background knowledge necessary to successfully answer standardized tests. Furthermore, if a test is given to a non-native English speaker, then it is not just a test of content, but it is also a test of English. The students should be given appropriate accommodations, but more importantly, there should be multiple measures used to determine giftedness. From my personal experience, my gifted EL students have strong native language proficiency, they seem to learn things quickly and effortlessly, have impeccable memories, and a strong desire to learn, so in turn, they learn English quite quickly.

Discussion (3)

Answer the following questions: 1. If an Early Childhood “EC” student is Special Ed. and an ELL, what language should the student be instructed in and why? 2. In what language should an ELL receive Special Ed. documented minutes? Post your response by clicking the “reply” icon. Remember to comment on two of your peers’ postings.

comment on two of peers’ postings.(I will post their responces).

————————————————————

1-Katie Smith

If a student in EC is both special education an an ELL, that means that their disability must manifest in both languages, not just English alone. Due to this, I would say that the student should receive instruction in both languages. The native language should be used when providing intensive interventions in relation to the student’s disability and deficit areas. Of course, they should also receive direct instruction with english language proficiency depending on where they fall in the language acquisition process. Students with disabilities need a lot of repetition and practice of learned skills. This is even more true with students with disabilities and who are ELL. It is imperative that they are being explicitly taught in both languages often.

All in all, these decisions can really only be made on an individual basis. It depends on where the student is with language acquisition process, and it is necessary to consider how severe their disability is and what kinds of services are necessary to support their IEP goals. For example, if an ESL student has severe autism, it would definitely make more sense to give a lot of instruction in their native language in an EC program. Through their IEP, they would need a lot of services to meet their academic, social, emotional, and life skill needs. Also through the IEP, the student can have services related to both their disability and ELL services. Again, depending on that student’s individual needs, the services could be given in either their native language or English.

 
******CLICK ORDER NOW BELOW TO GET THE ANSWER TO THIS ASSIGNMENT OR ANY OTHER ASSIGNMENT, DISCUSSION, ESSAY, HOMEWORK OR QUESTION*******."

Leave a Reply

Your email address will not be published.