Sunday, December 16, 2018

'Culturally Diverse Students Essay\r'

'Today our classrooms, just like families, atomic number 18 becoming more(prenominal)(prenominal) unique and blended. Teachers are tasked with in effect learn students with disabilities and diverse cultural and linguistic primings. In order for educators to meet the necessarily of their students, key strategies must(prenominal)(prenominal)iness be implemented that will positively involve their students donnishally and behaviorally. This paper reflects on the experience of whizz of these families and identifies key strategies to maximize the potential of cultural and lingually colossal students. Background\r\nI was lucky plentiful to interview a family that I give birth worked with over the eld as a nanny. For the purposes of this paper and the namelessness of the family I am using the names Lucy and Chris (to confabulate to the mother I interviewed and her husband) and crowd (to refer to the majestic child). Beca drill I build a bun in the oven been working i n this family’s home for a number of years I am equal to give an accurate overview of their socioeconomic status. Lucy and Chris self-identify as Afri idler-American and live in San Pedro, CA where the population is 76,415 with 59% identifying as Caucasian and 8% identifying as African American.\r\nThe town can be classified as predominately middle class as the median household income is $62,422 (City Data, 2011). Lucy completed some college and deeds full-time as a manager of a credit union. She lives in a three-bedroom house with her oldest son, her trim back-ranking son, pile, who is now 15, and her husband. James is a lively adolescent man with autism who is on the moderate/s constantlye fount of the spectrum. He is an exceptional swimmer and graphemeicipates in his last tutor world(a) P. E. design. He struggles with social interactions and has sincerely yours little expressive language.\r\nHe has wise to(p) to use a GO TALK to communicate functionally. Ja mes is very sensitive to his environment and sometimes ploughs overwhelmed by loud noises and crowded spaces. Autism affects 1:88 children and the prevalence is on the rise. It is the fastest growing developmental impediment in the U. S. It is five times more liable(predicate) for boys to have autism than girls. It is characterized by language delays, social delays, and continual patterns of behavior (Facts Ab verboten ASD, 2012). Lucy knows that I am in the action of tieting my supernumerary education certification and that my own family member has DS-ASD. When she was\r\ninterviewing me for the nanny position years ago she was nervous and unsure ab let on permit anybody come into her home. After I told her about my background and how much I have learned from my crony she began to open up and become more commodious with me. She has since then told me how thankful she is for me and how nice it is to have person that understands her son. Discovering and Reacting to Disa bility It all started in preschool school. The teacher unbroken telling Lucy, â€Å"I don’t find he can hear. ” And Lucy unbroken saying, â€Å"He can hear just fine! ” The teacher kept saying the aforesaid(prenominal) thing so at long last she took him to the doctor.\r\nThis experience supports the research on professionals in earlyish education or elementary school programs universe the parent’s initial source of instruction about their child’s special subscribe tos (Turnball et. Al, 2011, p. 77). Denial was the branch phase in the process of Lucy study to film her son’s autism. Lucy as well as give tongue to other members of her family were in denial, including her husband and render. Her father told them they â€Å"were non disciplining him enough” on multiple occasions. She did non talk about any anger, bargaining, or natural depression phases before finding acceptance (The Grieving suffice ppt, 2013).\r\nLucy has immense inner strength that I truly admire. After a doctor diagnosed James, Lucy and Chris told their family and her mother pushed her to plump extra support. Lucy tells me she probably wouldn’t have ever d whizz gone for it if it weren’t for her mother because they have always worked for everything they had and lively comfortably and didn’t essential to ask for help. A person’s socialisation may affect treatment decisions and is often associated with authorized socioeconomic or geographical constraints doctord to price of admissioning contend” (Mandell & Novak, 2005, p. 113).\r\nReaching out for support was not something the family wanted to do and because they lived in San Pedro, glide pathing the right serve often required traveling long distances. Educators must recognize the relationship among status and our alliance’s symbols of success (holding a job, having a home to live, and being independent). As an educated be nefit provider, I am always caught off guard by a family’s hesitation about prosecute operate (even my own family never sought out extra help). My professional experience has ingrained in me the importance of early intervention.\r\nMany â€Å"African-American families research help from family, friends and church groups before they will get professional help for their child (Dyches et al. , 2004)” (Litten, 2008, p. 5). Lucy’s military position and her mother’s reaction had both been influenced by her experience with her sister, who was developmentally delayed as well. She said her mother wished she had gone and gotten services for her. But when they were growing up, Lucy said, â€Å"It wasn’t something you did. Our family was poor. We did whatever we did to survive and both of my parents worked.\r\n” Educators need to keep the positions of culture, poverty, and historical perspectives in mind as we work with these families because they h ave an impact on the attitudes and behaviors of families with exceptional children. In Lucy’s family growing up, there was a lack of consciousness about the availability of services. As educators, we must consider the lack of sentience and the socioeconomic factors that prevent certain families from taking advantage of the services that they are entitled to. We can’t continue them to advocate if they aren’t aware of what is available.\r\nWe must head on this type. Teacher strategy #1: blondness is When a Child Gets What He/She Needs over the years, Lucy and James struggled with the school’s changing James’ placements. It wasn’t until she came to the school to observe him and found him academic session in a corner of the classroom, on a couch, rocking back and forth for hours with no attention or demands placed on him that she decided to pull him out of the district completely. During their search for a new junior high school they cam e across programs that were solely rivet on vocational skills.\r\nLucy and Chris felt their son had more important academic skills to obtain before teachers started teaching him how to get a job. They didn’t expect him to be a scholar, but they did want him to have access to general reading, writing, and math curriculum. Education, rather than life skills, was more of a priority for them. They added an inclusion goal in his next IEP. James would participate in general P. E. and math or computer class. According to Kathryn Pitten, â€Å" ethnic mores may determine which treatment goals families will accept and which goals they will decide not to work towards.\r\nAlso, parenting course will determine which goals are viewed as important. ” (Pitten, 2008, p. 4). Teachers must be responsible for developing a classroom program that fosters the understanding and respect for individual differences and discusses what candour means to each student. Teacher strategy #2: Develo p a Positive Collaboration among Parents and Teachers Lucy admitted that she did not take an aggressive approach to getting James all of the supports he necessary.\r\nMost of the things she learned she â€Å"stumbled upon” through conversations with other parents, teachers, and paraprofessionals (all of which have worked out in their favor). She believes she has done the best she can for her son. Once again, awareness was lacking and because of that this family did not get the support they needed until much later on. This is consistent with literature addressing service accessibility in that ethnic minorities typically access services at a much lower rate than their Caucasian counterparts (Balcazar, Keys, & Balcazar, 2001).\r\nLearning how the school system could work for her son was a meaning(a) stressor for her. If educators emb belt alongd the full reality of the student’s and family’s life and committed to supporting emotional and academic needs (Tur nball et. Al, 2011, p. 147) this could help to bridge the gap between home and school. Letting parents know that you believe in their child is sometimes all it takes to give your family’s hope. Teacher strategy #3: Implement culturally Responsive Teaching Ford (2012) points out that African Americans are the only involuntary minority group.\r\nAfrican Americans live in a society where race affects every aspect of their lives. â€Å"The overrepresentation of Black students in special education has been dissected, discussed, and debated” (Ford, 2012). We need to understand the negative set up racism has on our children and be sensitive to the report of previous schooling of exceptional students. Some condition/Severe students, like James, are moved from program to program (several times a year). Teachers need to understand that not all children in their classroom have learned the same things and they can’t be taught in the same environment at the same time.\r\n We need to differentiate and individualize our instruction by providing a wide range of materials and utilizing several learning strategies. School strategy # 4: Ensure individually Student Can Identify With Someone oneness of the best things to happen to James in his first-year year of high school was joining the â€Å"bountiful Brothers and Sisters” program in his local community. Having a role model; someone to look up to, relate with, and rely on has made such a meaningful impact on his life.\r\nLucy reflected on the first time James was invited to watch the local football game team; â€Å"His face lit up. He jumped up and down and couldn’t contain his excitement. ” Teachers need to comfort healthy inclusive relationships school-wide. It is our job to spread awareness about disability and help all students to become sensitive to the beauty of differences. Conclusion James’ family hopes that one day he will be able to live in a supported spiritedn ess community with roommates but like many families with exceptional members, the future is uncertain.\r\nTeachers need to take an active role in the transition planning process and conceive that culturally diverse families do not have the same values as those of the dominant culture. (Turnball et. Al, 2011, p. 89). These families merit our utmost respect and attention. Showing parents that you are evoke in their story can lead to unexpected successes. In order to truly do our jobs we must make our professional story a part of their family story.\r\n'

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