Luis Tavarez_ Culminating Report

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CUNY Hunter College *

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6100I

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Communications

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Feb 20, 2024

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1 Culminating Report Luis Tavarez SPED 6100I Prof. Figueroa August 2nd, 2023

2 Table of Content ● Component 1 (Parent/Guardian Interview) pg. 3-5 ● Component 2 (Family Engagement Strategic Plan) pg. 6-10 ● Component 3 (Analysis of Cultural Climate) pg. 10-12 ● Component 4 (Program Planning for Students with Disabilities ‘SWD’) pg. 12-17 ● Component 5 (Strategic Plan For Promoting Culturally Responsive Classrooms) pg. 17-20 ● Component 6 (Local/Regional Advocacy Agency Interview) Part I : Advocacy Agency Interview pg. 20-23 Part II : Advocacy Agency Report pg. 23-30 Part III : Individual Report pg. 30-31 ● Agency PowerPoint Presentation pg. 31-38 ● Autism Assignment (A) pg. 38-44 ● Autism Assignment (B) pg. 44-47 ● Component 7 (Development Of Cultural Competence) pg. 47-49

3 Component 1 (PARENT/GUARDIAN INTERVIEW) About the student: J.R. is a 16-year-old student in his 3rd year of high school who was diagnosed with a Learning Disability on his IEP. About the parent: A.R. is a single mother dedicated to her son. She is also well-involved in his education and academic progress. 1- What are your expectations for your child’s school and teachers? What do you hope they will provide for your child’s education and overall school experience? A.R: I expect my child to behave and to be respectful to all of his teachers so they can provide him with all the support he needs to be successful in school. I hope that J.R. can understand his classes so he can improve his grades and graduate on time. 2-What can you tell me about your child’s strengths? What are some of his challenges? A.R: J.R. is a very good son. He loves to play around and he is very loving to me and his brother. He is also very smart. Some challenges for J.R. are that he gets easily frustrated when he doesn’t get his way. He also loses interest in stuff if he considers that they are too complicated for him, especially in school. 3-Can you tell me any specific support or accommodations that you consider are necessary for your child’s academic success? A.R: I think that J.R. can understand his class assignments better if they are explained to him in a simpler form. J.R. also needs someone to frequently check in on him to help him stay on task and to encourage him to try harder. 4-How would you describe your current relationship with your child’s school? Is there anything that you feel needs to improve to have better communication? A.R: I think my relationship with my child’s school is good. I feel supported by the principal and his counselor. However, I would like to be informed more frequently regarding his academic progress and if I need to support him more with his homework so he can complete them on time. I would love his teachers to email me by the end of each week if possible. 5-Are there any specific areas of your child’s education that you would like the school and his teachers to prioritize over another for his academic success?

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4 A.R: My child needs extra time to complete his assignments, especially for Math since he struggles a lot in this class. I would love J.R. to stay after school with his teachers to receive extra support for this class. I would also like J.R. to attend office hours so he can work closely with his teachers. 6-How would you describe the ideal school environment for your child? What strategies would you consider would benefit him the most? A.R: The ideal school environment for my child would be a place where the school personnel advocate for inclusion and give each student equal opportunities to learn. It should be a place where students feel safe and supported. Some strategies that would benefit J.R. a lot are positive encouragement to motivate him and short breaks when he gets frustrated with an assignment that he considers too hard to complete. 7-In what ways would you like to be more involved in the school? Are there any particular activities that you would like to be part of? A.R: My daily schedule is a little hectic with work and household chores, but still, I try my best to be involved in J.R.’s education. I could be part of the parents association to support the school, the students, and his teachers as much as possible. Also, I wouldn’t mind chaperoning on school trips if the school needs extra support. 8-Can you tell me about your relationship with your child’s previous school and teachers? What were some positive and/or negative experiences with them? A.R: My relationship with J.R.’s previous school and teachers was also very good. His teachers loved J.R. very much and I always felt supported by the administration and his special education teachers. I still remember that during his IEP meetings, they always clarified things for me as much as possible; this made me and my child feel like we were respected and valued by the school. Fortunately, there was no negative experience with them at all. 9-Are there any particular goals that you would like your child to achieve by the time he graduates high school? A.R: I want my child to go to college and live a normal life after he graduates high school. As a parent, I want the best for my child and I want him to be good when I’m no longer there for him. My goal for J.R. is that he can learn the life skills that will help him be successful in life so he can go to college, find a job and become independent. Above all, I want my child to be happy. 10-How comfortable would you feel being involved in decision-making processes regarding your child’s education?

5 A.R: I would feel more than happy to be involved in decision-making processes regarding J.R.’s education. I will always support my child and his teachers 100% in everything that I can. 11-How would you describe your child’s learning style? In what areas would you consider he would need additional support? A.R: My child’s learning style is visual because he benefits a lot from visual aids to simplify the work for him and kinesthetic because J.R. loves to move around a lot and can’t sit still for too long. In fact, this is the reason why he loves P.E. so much because he gets to be more active. 12- Have there been any specific occasions where you felt that your child’s success was not recognized by the school or his teachers? A.R: Sometimes I have conversations with J.R. and he tells me that he feels that his teachers don’t understand him. He also says that they only reach out to me when he misbehaves in school but they never call me when he does something good. Even though I do feel supported by his teachers, I also feel that it would be beneficial for J.R. to get praised from time to time to appreciate his effort and encourage him to keep trying. 13- Are there any services that your child receives that you consider have been successful? Are there any services that you consider unnecessary or need improvements/modifications? A.R: I feel that school counseling has helped J.R. a lot because he sometimes doesn't tell me everything but he feels comfortable talking to his school counselor. I feel that the services that he is getting are all necessary and they are helping J.R. be more productive and successful in school. 14-How involved or familiarized are you with your child’s IEP and with the school’s special education team? A.R: I am well familiarized with my child’s IEP and I have a great relationship with his special education teachers. I feel supported by them and they always keep me informed about IEP meetings and important information regarding J.R.’s school services. 15-How would you describe the ways that the school has handled disciplinary issues involving your child or in general? A.R: My child has been involved in disciplinary issues in the past and I feel that the school has been fair with him so far. I like the way the principal and her team have handled disciplinary issues with professionalism and offered solutions instead of punishment.

6 Component 2 (FAMILY ENGAGEMENT STRATEGIC PLAN) a) Introductory Letter to Parents Dear Parents/Guardians, I am honored to introduce myself as your child's special education teacher for the upcoming 2023-2024 school year. My name is Luis Tavarez, and I have a strong commitment to fostering and developing each student's individual abilities. Regardless of their challenges, I believe that every child has the capacity to grow and thrive in a nurturing educational setting. After spending the last 11 years working in the field of special education, it is an honor to be trusted with your child's education and growth. Working with children of all abilities throughout my career has given me the opportunity to have a deeper knowledge of the many learning needs present in our classroom. My strategy for special education is to create an inclusive and cooperative learning environment. Additionally, I firmly believe in the benefits of open dialogue and collaboration between educators, parents, and students. I respect your knowledge as parents/guardians and acknowledge that you are the child's main and most important advocate. In order for us to jointly develop a personalized learning plan that caters to your child's particular needs, I invite you to share your perspectives, worries, and objectives for their education. I work hard to create a welcoming environment in our classroom where each child may feel valued, respected, and included. I'm devoted to giving each student individualized instruction that takes into account both their talents and potential for growth. I want to provide meaningful learning experiences that encourage academic advancement and personal development by employing a range of instructional tactics, assistive technology, and resources. I believe that it's important to teach my students how to be independent and how to advocate for themselves. For them to successfully succeed in both the academic and social facets of their education, I also believe it is crucial that they feel empowered and confident in their skills. I will work directly with your child to help them gain critical life skills, self-worth, and resilience that will help them both inside and outside of the classroom. Moreover, I also recognize the value of having a strong support system for both children and their families. Whenever you need it, I'm here to offer advice, resources, and support. Please don't hesitate to get in touch with me if you have any questions, worries, or would like to talk about the academic progress of your child.

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7 Please let me know your preferred method of communication so that I can keep you informed of any updates regarding your child’s education. I also included in this letter some important resources and support to help you assist your child during this academic school year as well as our 2023-2024 family engagement plan. For your convenience, I can be reached at: Email: ltavarez2@schools.nyc.gov Cellphone: (347) 676-8435 School phone number: (212) 975-3647 Sincerely, Luis Tavarez Special Education Teacher Family Engagement Plan: Important Dates: Parent Teacher Conference: Fall: -Thursday, October 19, 2023, starting at 5:00PM -Friday, October 20, 2023, starting at 1:00PM Spring: -Thursday, April 18, 2024, starting at 5:00PM -Friday, April 19, 2024, starting at 1:00PM Information Seminars: - Navigating Through Jumprope: Thursday, September 15, 2023 at 4:30PM. - Parent Engagement Strategies: Thursday, October 12, 2023 at 4:30PM. *Language translation will be available upon request in case you need it. Please let me know ahead of time so I can plan accordingly.

8 b) Parental Involvement Your presence at your child’s school is crucial for their development and academic success. Below you can find some school activities that you may want to get involved with for this upcoming school year: ● Volunteering at our school: Please let me know if you would like to volunteer assisting me in the classroom, helping the school organize events, or joining the parent-teacher association. Please reach out to me if you are interested at ltavarez2@schools.nyc.gov ● Chaperoning: Let me know if you would like to volunteer as chaperone on school trips in case we need extra support. This is an excellent way to show your commitment and support to our students. Please email me at ltavarez2@schools.nyc.gov if you're interested. ● Family Dinner Night: Our school hosts several family night events throughout the school year to promote a positive community relationship between our school, our students and their families. If you would like to assist at serving refreshments, decorating and/or introducing new parents to our school community, please email me so I can add your name to the list of hosts. c) Tips to Promote the Social and Educational Development of Your Child 1. Make sure your child has a quiet place at home to do their homework. 2. Please have all materials (eg: pencils, paper, computer) ready at home for your child to complete homework/projects. 3. Create a schedule for your child to do homework and help them manage their time productively. 4. When your child asks for help, guide them through the problems instead of giving them the answers. 5. If your child struggles with reading, create a reading schedule for your child and ask them to read aloud to monitor their reading. 6. Encourage your child to create a homework checklist and keep it with them. 7. Ask your child which homework they need to prioritize first over the others to help them meet deadlines. 8. Promote independence and responsibility in your child.

9 9. Set consistent routines for bedtimes, playtime, and meals. 10. Encourage your child to participate in extracurricular activities. 11. Reward your child for working hard on homework with praise or an activity of their choosing. 12. Encourage your child to take short breaks during challenging homework to prevent frustration. 13. Discuss the importance of homework with your child and explain how it is relevant to their lives. 14. Set realistic goals for your child and show them that you praise their effort. 15. Create a safe space for your child where they feel comfortable asking questions and sharing concerns. 16. Stay informed about your child’s assignments and homeworks by having consistent communication with your child’s teachers. d) Methods for Evaluating Strategy Effectiveness and the Criteria Used to Identify the Effectiveness Level 1. Rubrics: The purpose of rubrics is to provide a clear set of criteria to evaluate student’s performance on assignments and/or tasks. These serve as a way for teachers to provide constructive feedback to students since these criteria align with the objectives of the teaching strategy which helps teachers understand and evaluate students’ performance. 2. Assessments: Students will be administered formative assessments, which occur on an ongoing basis during their learning process, and summative assessments which normally happen at the end of each unit. These assessments provide both teachers and students feedback on academic progress and understanding. The method used to administer these assessments will be through quizzes, tests, projects, class discussions, student self-assessments, etc. The criteria to identify the effectiveness includes student engagement, participation, and students’ ability to apply acquired knowledge. 3. Classroom Observations: As a way of creating more effective teaching strategies, teachers will be observed by administrators, their peers, or instructional coaches. These observations are fundamental because they provide important insights into the effectiveness of teaching strategies, allow teachers to receive feedback, and encourage improvement in the classroom.

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10 4. Student Surveys/Feedback: Students will be asked to complete surveys or give their teachers feedback which will be utilized to evaluate teaching strategies. These could be done in the form of questionnaires and the criteria may include student engagement, clarity of instructions, relevance of content, and how effective are the class learning activities. 5. Individualized Student Progress: Students’ progress and growth will be assessed individually to compare the student’s initial level of progress to their current one which will help teachers determine the effectiveness of their teaching strategies. Maintaining consistent communication among teachers and parents is crucial for the academic success of our students. However, if for any reason there is a breakdown in our communication, the following methods could be used instead: 1. Schedule a Meeting: These could be planned to be held in person or via Zoom. Let me know ahead of time which is more convenient for you. 2. Multiple Communication Channels: If you prefer to be reached through email instead of phone calls, or vice versa, please let me know your preferred method. It is important that parents know that they have options for their preferred method of communication based on convenience and availability. I will do everything possible to accommodate them. 3. Involvement of Third Party: In case there is a need for mediation because communication difficulties persist, the involvement of a mediator will be necessary. This could be an administrator, counselor, or colleague who can facilitate a constructive conversation between the parents and the teacher. Component 3 ( Analysis of Cultural Climate ) Even though the current climate of special education in NYC’s public schools is significantly better from previous years, this doesn't necessarily mean that there should not be room for improvement regarding how students are being assessed, recommended for evaluations, and placed. One issue that I have seen while working for the NYC DOE for the last 11 years has been the treatment of English Language Learners (ELL). These students are often erroneously assessed by individuals who are not appropriately qualified which causes them to get

11 misidentified and provided special services that they do not need even though services for these students do not fall under IDEA because it is not one of the 13 disabilities covered by it (IDEIA, 2004). According to Pierangelo & Giuliani, these [English Language Learners] students should be properly assessed, the same way as monolingual students, by well-trained individuals, using the most appropriate assessment instruments and in the language that students feel more comfortable with to obtain the most accurate and unbiased results (Pierangelo & Giuliani, 2023). In the past, ELL students were placed in bilingual classes with similar students and received classes in both English and their native language, most commonly Spanish. This was in fact a disservice to these students because it segregated them from the rest of the school population and also made the English learning process take longer. This also violated their right to be able to learn in the least restrictive environment (LRE). ELL students were also considered not as smart as their monolingual counterparts which is absolutely not true, in fact, ELL students have an advantage over monolingual students. According to Alvarado & Przymus, ELL students can translanguage since their vocabulary becomes more enriched and they are capable of using more diverse words. These students are also able to use words in English as well as translated words from their native language proving that this ability is an advantage to them in school (Alvarado & Przymus, 2019). In addition, as I previously mentioned, ELL students should not be identified as students with special needs but unfortunately, this has been the case because they have not been assessed by people who are not culturally or linguistically familiarized with the students which has made the assessment process very difficult. According to Artiles & Klinger, It has been challenging to differentiate between disability and normal second-language learning which has caused the misclassification and erroneous placement of many ELL students in the school system (Artiles &

12 Klinger, 2019). Also, IDEA does not recognize ELL students as having a learning disability for the sole reason that they can’t understand the English language; in fact, IDEA considers it an inappropriate overidentification, or under-identification in some cases, to classify limited English-proficient children as disabled (IDEIA, 2004). Also, according to Jozwik et al, about 95% of the total public school enrollment receives some type of language assistance under Title III of the Every Student Succeeds Act (ESSA) of 2015 (Jozwik et al., 2020). This shows how significant the ELL population is in the public education community and how important it is to properly assess these students, in the language that they feel more comfortable with, before recommending them for special education services. Component 4 ( Program Planning for Students with Disabilities ‘SWD’ ) (A) The components of the IEP along with a brief description of each: The components of the IEP are: 1-Present Level of Performance (PLOP): In this section of the IEP, the student’s current academic progress is described as well as their social development, physical development, management needs and functional skills. It includes details about the student’s strengths, weaknesses, and challenges they may be facing. This section only incorporates ELA and Math components. 2- Measurable Annual Goals : This section sets measurable academic, social, behavioral, and/or physical goals that can be reasonably met over the course of the school year. These goals are based on the student’s specific needs.

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13 3-Progress Reports/ Progress Monitoring : This section includes descriptions of how the student’s progress will be measured and when parents will receive updates on their child’s progress. 4-Recommended Special Education Programs and Services: The section of the IEP describes all the services and programs the student will be provided with to access the general education curriculum. Some of the information included are the date that these services and programs will be in effect, the frequency that they will be provided, the location that these services will take place (ex: in the classroom or another school location) and the length of each session. 5-Participation in General Education: This section of the IEP describes the extent to which the student with disabilities will participate in the general education setting alongside their nondisabled peers. 6-Participation in State and District-Wide Assessment: This section specifies if the student will be assessed in the same State and district-wide assessment given to general education students or if they will be required to take alternate assessments for students with severe learning disabilities. Regardless of the decision, students will receive testing accommodations. 7-Transition Planning: Specifically for students approaching high school age, this section of the IEP describes the transition plan, goals, and services related to post-secondary education (college), employment/ vocational training, or how to develop independent living skills by the time students graduate high school. 8-Special Considerations: In this section, any specific consideration for the student is identified such as if the student has a behavior intervention plan (BIP), health-related needs, or transportation requirements.

14 9- Related Services: This section describes services that should be provided to support the students such as language services, occupational therapy, group/individual counseling, or speech therapy. Other information found on the IEP are parents/guardians and student’s input which includes concerns and expectations from the parents which by all means should be taken into consideration when creating an IEP for their child. (B) Methods for soliciting and scheduling annual IEP meetings: Some of the methods are: 1- Parent-Initiated Request: The parent has the right to initiate or request an IEP meeting at any time by getting in contact with their child’s school. Parents will need to submit a written request to the school's special education department or principal, expressing their desire for the evaluation of their child to determine eligibility for an IEP . 2- Written Notice: The school must notify, by writing (email or letter), the parents or guardian of the child in question. The information included in the written notice are the date, time, location and purpose of the IEP meeting. Parents/guardians are expected to confirm their attendance in a timely manner. 3- Electronic Communication/Emails: Some schools provide the option for parents to request an IEP meeting through an online IEP meeting request form or by simply emailing the school with their preferred dates and times so it could be easier for the school personnel to plan this meeting. 4- Phone Calls: Special education teachers, administrators or related staff may reach out to parents/guardians to schedule a meeting and come to an agreement as to what is the most

15 convenient date and time for this meeting to take place. This is considered more appropriate or convenient than the electronic communication method because it gives parents the option to verbally communicate any concern or question they may have and get an immediate response. 5- Parent-Teacher Conferences: These conferences serve as the perfect opportunity to suggest the need for an IEP meeting. Teachers can take this opportunity to communicate with parents about the importance of an annual IEP review and together come up with the most convenient date and time for this meeting to be held. 6- Special Education Coordinator or Case Manager: The special education teacher assigned to the student is often the person responsible for soliciting and scheduling the IEP meetings. They are also the ones responsible for reaching out to parents to determine the best time to meet and the logistics of the upcoming IEP meeting. (C) Strategies for including students with disabilities in the planning process and incorporating his/her goals: Some strategies for including students with disabilities are: - For students of an appropriate age, when it is time for the annual review of their IEP, invite students to the IEP meeting to contribute alongside parents and the IEP team on the development of goals and modifications made to their services in the IEP. Also, it is important that the student’s voice is reflected on the goals included in the IEP. - Promote individual self-advocacy : Include students in the decision making process by asking for their input, strengths, preferences and interests. Also, make their contribution feel valuable. - Adopt an Universal Design for Learning (UDL) : This will make every student in the classroom, specially students with disabilities, that they are in an inclusive environment that

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16 adapts to their unique learning needs and allows them to show their knowledge in numerous ways. - Positive Reinforcements: It is important to celebrate the achievement of students with disabilities, no matter how small it may be, to encourage them and promote self-confidence. (D) Considerations that must be made for individuals whose primary language is not English: Some considerations that must be made are: When students whose primary language is not English are assessed, the school professionals must make sure that they are assessing these students in the language that they feel more comfortable with and not necessarily in English. Also, these school professionals should know the student’s native language as well as be knowledgeable of the student’s cultural background. Failing to fulfill these requirements may lead to erroneous results and for these students to be misidentified as having a learning disability. In addition, students whose primary language is not English should be provided with language accommodations that will help them succeed in school and give them the same advantage to learn as their English-proficient counterparts. (E) Three examples of related services and/or modifications that a student with disabilities could be entitled to: 1- Speech- Language Therapy: Provided by a school speech-language pathology for students who have some sort of communication disorder or delay. 2- Counseling or mental health services: To give emotional support to students who face difficult challenges.

17 3- Modified Assignments: Assignments are modified to meet the student’s learning needs. (F) Transition planning that will assist students with identifying continued education opportunities and/or career/vocational opportunities: Some transition planning that will assist students with identifying continued education opportunities and/or career/vocational opportunities is self-exploration which has to do with the student’s interests and areas of strength that will eventually help them get involved in a career. Students should also be provided with vocational assessments to identify their skills and interest in different career paths. In addition, career counseling should also be available to guide students through the process of choosing a career and exploring different options. Students with special needs should also feel supported in the research of post-secondary options, such as college, perhaps by accompanying them to visit college campuses, encouraging them to attend information seminars, or helping them decide if vocational training would be more appropriate to them. Component 5 (STRATEGIC PLAN FOR PROMOTING CULTURALLY RESPONSIVE CLASSROOMS) To create a plan for a culturally responsive classroom requires educators to promote a learning environment that fosters inclusivity and equitability. This plan should also make students from different cultural backgrounds feel respected, valued and above all, supported. (a) Methods for integrating content from various cultures to reinforce classroom instruction:

18 1- Create Projects with Diverse Cultural Themes: Teachers could include in their curriculum projects that motivate students to research different countries and cultures. These projects could be about learning and investigating other cultures’ history, music, dance, food, etc. 2- Integrate Readings from Different Cultures: Teachers could include in their lessons literature from a variety of cultures that give students a different perspective of how people from other countries live and encourage students to share their thoughts and make personal connections. 3- Encourage Cultural Celebrations: This is useful especially for culturally diverse classrooms. Make each student feel valued by encouraging others to celebrate their culture on special holidays or festivals. Decorating the classroom and bringing foods pertaining to that culture will create a classroom that is welcoming and inclusive for all students. 4- Invite Special Guest Speakers: When learning about a new culture or different traditions, invite speakers from that particular cultural background to the classroom to share their personal experiences and give insights about their own culture. You can also invite performers to perform in front of the class by dancing, playing traditional music, or telling folk tales.. 5- Integrate Media to Learn About Other Cultures: When teaching about other cultures, include videos and audios in your lessons to give students a visual and audible idea about that culture. These videos could showcase the music, traditions, dances, and other aspects of various cultures. (b) Examples of how equitable pedagogy is/would be practiced in his/her classroom (equal access to learning):

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19 Ensuring that every student has equal access to learning is one of the most important things that educators must do. It is vital that every student has the same opportunities to be successful in the classroom. Some good examples to ensure this are: 1-Collaborative Learning: Teachers should divide students into groups that are diverse in terms of learning capabilities. By doing this, teachers will encourage peer collaboration among students and create a community that promotes learning and supporting each other. 2-Provide Resources To Students with Disabilities: Students with disabilities or with different learning styles should be able to access the general education curriculum as any other students in your classroom. To ensure this, teachers have to make sure that they can access resources such as assistive technology, digital resources, large prints, etc. 3-Make All Learning Materials Accessible: Every student in the classroom should be able to access all learning materials such as online resources, textbooks, and worksheets. Ensure that modifications are made for students who are not able to access these materials because of a disability to provide them equal accessibility to them. (c) Pedagogical methods for promoting self-empowerment, tolerance, and conflict resolution: It is in the teacher’s best interest to create a classroom environment that promotes self-empowerment, tolerance, and conflict because this will encourage inclusivity and positivity among students. Some methods for promoting this in the classroom are:

20 1- Promote Self-Reflection: Allow students to have a chance to self-evaluate their strengths and weaknesses and to have accountability for their actions. Always promote individualism and self-advocacy. 2- Promote Empathy: Teach students to respect other people’s perspectives and to be active listeners before coming up with their own conclusions. Emphasize the importance of showing empathy and understanding others and also take into consideration other people’s emotions. 3- Encourage Dialogue: Promote discussions among students where they can express themselves safely and openly. Encourage having conversations about how to be tolerant and create a space where every student can learn from each other’s mistakes and move on from them. Component 6 (Local/Regional Advocacy Agency Interview) Part I: Interview: For this assignment, our group interviewed Ivette Greenblatt, an Education Specialist at Advocate for Children of New York (AFC) via telephone on July 19th, 2023. 1. How can parents find out about your agency? IG: Parents can find out more about our agency through their kid’s school, most commonly through their school counselors, through our website: advocatesforchildren.org , or other agencies. We have also been prominently on the news and we are quite active on social media through platforms such as Facebook, Instagram, and Twitter. 2. Why did you choose to work for this agency? Do you have any personal connections? IG: I chose to work for AFC because I align with their philosophy and believe they genuinely try to make a difference in our community. Even during the hiring process, AFC’s hiring committee makes sure they select candidates that are representative of the population they are attempting to serve. AFC is an inclusive workplace that makes sure to employ a diverse staff that includes people of color, people with disabilities, and individuals from diverse backgrounds and genders.

21 3. For interested parents, what is the first step when deciding to get in touch with your agency? IG: Interested parents can start by simply calling our agency’s helpline, available from 10:00 AM to 4:00 PM, Monday through Thursday, or by sending us a message via our website where they can immediately speak to an education specialist. 4. How does this organization train its staff to address the needs of children with disabilities and their families? IG: At AFC, we provide a variety of workshops and training to prepare our staff and partner agencies. There are also plenty of courses and orientations we encourage our advocates to enroll in. We are a constantly evolving agency, and we are always adapting to the ever-changing times, and so is our staff. We always try to make sure that our staff is prepared and gets all the support needed to better serve the needs of our children. 5. Do you have any sponsors, sister organizations, and/or professionals you collaborate closely with? IG: Yes, absolutely. One of our biggest sponsors has been Robin Hood through the Robin Hood Project. Through this foundation, we have partnered with over 21 other community-based organizations also sponsored by them. Robin Hood Project staff also conducts trainings and workshops to build the capacity of our partner agencies and to help them identify and address issues on their own. Some of the organizations we are partnered with through the Robin Hood Project are Albert Einstein College of Medicine's Early Childhood Center, Mt. Sinai Adolescent Health Center, and Coalition for Hispanic Family Services, to name just a few. 6. What distinguishes this agency from other advocacy agencies? IG: Honestly, I don’t have much to say about other advocacy agencies because I know that there are several good ones out there in NYC as we partner with many of them, however, I will say that from my own professional and personal experience, I have never worked in an organization that genuinely upholds the claims that they make about their work. Everyone in this place is extremely enthusiastic and passionate about what they do and the positive impact that they have on families and the community. Seeing all the connections and progress we create is inspiring. Here at AFC, we truly are a family. 7. How much would it cost parents to get services at your agency? IG: The attorneys and education professionals staff at AFC assist families by providing legal and advocacy services completely free of charge, this includes representation at

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22 school-related hearings and appeals. We also teach families what they need to know to stand up for their children's educational rights. 8. Who was responsible for establishing this agency? IG: AFC was founded by South Brooklyn native William Bill Jesinkey. Bill served in the NYC public school system for many years and he is considered an advocate and leader in special education who developed programs for children with disabilities in our city. If you guys are interested in learning more about him and his work I recommend visiting our website which dedicated a whole page to him. 9. What are AFC’s main goals to help students and their families? IG: Our agency has many goals that we strive to accomplish, but our main goal is to remove barriers in the education system and provide all students with a high-quality education. Also, one of our goals is to teach parents how to advocate for their children’s rights. 10. What does AFC do to meet the needs of a child and their parents? IG: In addition to providing one-on-one help and counseling to both students and their families, our advocates also fight for legislative changes, behind the scenes, to stop difficulties and problems before they occur. 11. How is this agency funded? IG: Our agency receives funding from several sources, including government agencies, firms, foundations, and from the generous donations that people make through our website. 12. Does AFC offer transitional assistance to students who are making the transition from high school to post-secondary education? IG: Yes, in fact, we offer several transitional services and individual case assistance mainly focused on setting up students with disabilities on the right track to pursue either a college degree, need to access vocational services, or want to enter the workforce. 13. Which student demographic predominates in your programs? IG: The majority of the families and students that we work with are African Americans and Hispanics from low-income neighborhoods. Most of these students experience or had

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23 experienced some sort of discrimination at their schools either by being unfairly suspended, having been inappropriately placed, or have been denied necessary services. PART II: Advocacy Agency Report: Agency History Advocates for Children of New York (AFC) was founded in 1971 by three education activists who saw a pressing need for expert intervention to protect children in New York City from unjustified suspensions, improve the educational experience for children with disabilities, and foster productive parent-school communication. AFC has fought and has been at the forefront of movements to guarantee that every kid in NYC has access to a high-quality education. Their main concern is meeting the needs of children and young adults who are more prone to experience difficulties or discrimination in NYC’s school system as a result of a variety of reasons. AFC also provides individualized support and advocacy to students and their families, unlike any other group working in the whole city. They also actively promote structural changes that will benefit all students equally. Mission As the founding Executive Director of AFC, William “Bill” Jesinkey was a true leader in special education in NYC. Even though Bill passed away in 2014 his mission still lives on. He was described as a “true advocate for using resources to fund educational programs for children with extensive needs” (afc.org). After working as a teacher for many years in the NYC school system, Bill used his acquired skills combined with his leadership skills to organize campaigns advocating for the rights of children and individuals with disabilities.

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24 The mission of AFC is first and foremost to provide educational advocacy for individuals with disabilities and their families and to fight for educational reforms in the public education sector through the use of research, administrative negotiations, and impact litigation (afc.org). In addition, AFC also ensures that children in New York City, especially those from low-income homes, can obtain a high-quality education and get over challenges that prevent them from succeeding academically. Furthermore, AFC serves individuals from birth through the age of 26, focusing on those individuals who have faced discrimination in the school system due to their race, immigration status, disabilities, sexual orientation, economic status, etc. They also assist young adults who have gone through the juvenile justice system. Lastly, AFC’s mission can be described in four different approaches: 1. To provide families of students and individuals who experience hardship with guidance and legal representation. 2. To offer parents, educators, professionals and communities training and workshops completely free of charge. 3. To Enhance educational outcomes by advocating for policies within the school system. 4. To pursue impact litigation by ensuring that children have the right to receive the quality education they deserve and succeed academically. Advocacy Focus The AFC works tirelessly to modify education laws to treat all students fairly in the NYC public school system. In order to remove the issues and obstacles kids experience through

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25 legislative reform, advocates are cautious in spotting trends in the challenges faced by the families they serve. The AFC supports legislation that will enhance educational opportunities and initiatives for children who are underrepresented in the system. To minimize inequities in suspension rates based on race and disabilities, they focus on constructive methods of discipline. Other priorities include widening access to higher education and early childhood education programs that offer a variety of alternatives to high school graduation, encouraging more students to pursue higher education or careers. Furthermore, in 2008, The School-Justice Partnership was launched by Executive Director Kim Sweet and Chief Judge Judith Kaye of the State of New York. It brought together leaders from multiple organizations and agencies to discuss the issue of numerous kids growing up in the courts, which results in a decline in their pursuits of education. AFC advocates for children who are homeless or in foster care as well as for full safeguarding from all forms of discrimination in schools. To better advance its goals, AFC partnered with Robin Hood through the Robin Hood Project in 2004 to provide families in need with legal representation and litigation support on these issues. AFC works together with 21 other similar groups, programs, and providers of social services that are also endorsed by Robin Hood and have the same objective of assisting and representing NYC children and their families. To guarantee that their affiliated organizations are completely prepared and ready to assist, identify and handle issues on their own as well, they even go so far as to offer staff seminars and training courses. AFC focuses on providing services to the following groups: ● Early childhood: children ages 0-5 ● Students with disabilities

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26 ● Students who are over-age for their grade level ● Immigrant students and English Language Learners (ELLs) ● Students facing disciplinary issues ● Youth involved in the juvenile and criminal justice systems ● Students involved in bullying incidents ● Students in foster care ● Students in temporary housing ● Students attending charter schools Resources/Services Provided By AFC For Students And Families AFC offers a variety of resources for students and families. On the agency’s website alone, there is a vast amount of relevant information regarding guides and resources that students and families can learn about. The agency’s website has guides to inform parents about their rights and their children’s rights in the NYC public school system. It also offers tip sheets, and guides specifically designed for all types of students that provide all sorts of resources, focusing mainly on students with disabilities, students dealing with disciplinary issues, students going through legal processes, and English Language Learners (ELL) and immigrant families since AFC does not discriminate any person due to their immigration status. In addition, the AFC promotes numerous workshops and training, provides pre-recorded webinars for easier access to their information, and even has a Youtube channel called “Know Your Rights: Educational Training and Workshops,” both in English and Spanish, to further expand their resources to students and their families. They also provide free workshops and training to parents to inform them on different education-related topics in which parents can find answers to their questions and express their concerns. In addition, parents have access to informational packets which possess useful information. Through their partnership with other

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27 agencies and organizations, AFC can offer their material and information in various languages to reach other communities. Furthermore, getting in touch with AFC is impressively simple. You can go to their website and message them directly or call the agency’s helpline, available from 10:00 AM to 4:00 PM, Monday through Thursday. They will make sure to have a representative that speaks your language available. By calling the agency, parents can get in contact with an advocate who will evaluate their case and assign them to the right educational specialist and attorney to further assist them with their concerns. AFC’s attorneys and education specialist advocates will attend meetings with parents and represent parents in impartial hearings at the Department of Education (DOE). They will also handle administrative and court appeals. They will also ensure that student’s rights such as placements and special services are met. Eligibility And/Or Costs For AFC's Services For Parents And Students With Disabilities The attorneys and education professionals staff at AFC assist low-income families by providing legal and advocacy services completely free of charge, this includes representation at school-related hearings and appeals. AFC advocates also teach families what they need to know to stand up for their children's educational rights. It is also important to mention that AFC does not consider immigration status when deciding when to offer assistance to children and their families. Short And/Or Long-Term Commitments AFC Has With Its Clients This agency is committed to helping children who are at a greatest risk for school-based discrimination and/or academic failure due to poverty, disability, race, ethnicity, immigrant or

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28 English Language Learner status, sexual orientation, gender identity, homelessness, or involvement in the foster care or juvenile justice systems (afc.org). Collaborations Or Affiliations With Other Organizations/Agencies AFC has many sponsors and supporters, the biggest one being Robin Hood through the Robin Hood Project. Through this foundation, AFC has partnered with over 21 other community-based organizations also sponsored by them. Robin Hood Project staff also conducts trainings and workshops to build the capacity of their partner agencies and to help them identify and address issues on their own. Some of the organizations AFC has partnered with through the Robin Hood Project are: ● Albert Einstein College of Medicine's Early Childhood Center ● Ali Forney Center ● Andrew Glover Youth Program ● Bloomingdale Family Program ● Brooklyn Kindergarten Society ● Center for Court Innovation ● Children's Aid Society, Carrera Adolescent Pregnancy Prevention Program ● Coalition for Hispanic Family Services ● DREAM ● The Family Center ● Friends of the Children ● GO Project ● Goddard Riverside Community Center ● Good Shepherd Services

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29 ● iMentor ● Lenox Hill Hospital's Center for Attention and Learning ● Mt. Sinai Adolescent Health Center ● PROMISE PROJECT at Columbia University Medical Center ● Safe Horizon ● Sanctuary for Families ● SCO Family of Services Accomplishments Since its creation, Advocates for Children has accomplished a lot. AFC's inaugural book, which was released in 1969, was inspired by a study by Bill Jesinkey that revealed how the educational system had failed to adequately serve the most disadvantaged children. Bill worked with a group of Christian Brothers in Queens who were heavily involved in instructing at religious schools concurrently with this publication. They voiced their anger at the obstacles they had to overcome in order to help the young people in their neighborhood. Together, they founded the Martin de Porres School (afc.org), a model special education institution for kids and teenagers with behavioral issues. The school is still in operation and serves kids who need residential care. They also created initiatives to assist immigrants to NYC in becoming financially independent. The AFC group has continuously expanded the amount of support that these children require to study English by advocating for them with council members to receive resources in the classroom. Migrant students struggle at their school to have enough resources to assist their learning. For instance, on November 29, 2018, Advocates for Children of New York and co-counsel Akin Gump Strauss Hauer & Feld LLP sent a violation against Success Academy Charter Schools and the NYC DOE for disobeying civil rights laws protecting students with

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30 disabilities who attend Success Academy schools, along with the New York State Education Department (NYSED). In a judgment issued in February 2019, NYSED upheld each claim and ordered Success Academy and the DOE to take corrective action for the breaches. With the help of a team of attorneys and education specialists, they have successfully aided hundreds of thousands of families for more than 50 years by offering free legal and advocacy services, providing representation at hearings and appeals involving schools, and instructing families on how to protect their children's educational rights. PART III: Individual Report : Students and Families Who Could Benefit From AFC: After concluding my research and learning about all the services and support that Advocate for Children of New York (AFC) offers students and their families, I believe that low-income English Language Learners (ELL) students and their families could benefit from the services offered by this agency. For starters, many of these ELL students recently came to this country and neither they nor their families are likely able to navigate NYC’s public school system with ease due to a language barrier. Because of this, ELL students will likely be assessed by school professionals who do not understand their language and these students will probably be misidentified as having a learning disability and will be erroneously placed in a classroom which at the end of the day will set them back academically. By reaching out to the AFC, parents can express their concern regarding the wrong placement of their child and AFC’s advocates will assist them in forcing schools to reevaluate these students and make sure that they get the right assessment. In addition, The AFC will also inform parents and students, in a language they can understand, about their rights by providing

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31 training and workshops that can teach them how to advocate for themselves. Since AFC is a non-discriminatory agency that offers help to families regarding their immigration status, students will be provided the tools they need to succeed academically and further. PowerPoint Presentation:

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38 Autism Assignment (A) Compare and Contrast the following videos (Refrigerator Mothers & The Life Autistic Documentary) Both documentaries give us two different perspectives on children and individuals with autism. While in Refrigerator Mothers we see how children and parents of children with autism were mistreated back in an era when it first was discovered by doctors, in The Life Autistic we get a more hopeful message of how children and individuals with autism are receiving services to help them succeed in life despite their developmental disability. Philosophical /Educational Views About Autism In Refrigerator Mothers , the philosophy or views about autism was that mothers were responsible for their children being autistic because of the way that they supposedly treated their children, by being rejecting and cold towards them, causing them to be referred to as “refrigerator mothers” a term created by Dr. Bruno Bettelheim to describe a mother whose cold,

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39 uncaring style so traumatized her child that they retreated into autism. During the 1950s, if a child had an illness or disability it was believed to be the parent’s fault. Mothers were also perceived as considering children with autism a burden for them. During that time, doctors were not as knowledgeable about autism as they are today and considered it an emotional disturbance, so parents did not seek professional help instead, they followed instructions from child psychologist Bruno Bettelheim and listened to his expert advice. Dr. Bettelheim blamed mothers and he compared children with autism to Nazi victims who thought that everyone, especially their mothers, wanted them dead. These thoughts of course had no foundations but everyone during that time believed him because no one knew what caused autism. In addition, parents of children with autism would visit psychiatrists but that did not help because these psychiatrists, inspired by Dr. Bettelheim’s beliefs told parents that children with autism “did not want to be comforted by their mothers” because of the way these mothers treated them, which caused these mothers to feel hurt, overwhelmed and judged by everyone. After all, people believed they were responsible for their child’s autism. In some cases, these medical professionals would evaluate mothers and call them hurtful names like “psychotic” for instance, to blame them for their child’s disability. Another erroneous thought that these doctors had during those times was that autism only predominated in “middle-class white and educated individuals” and blacks could not be autistic. The truth of the matter was that Dr. Bettelheim received money for his research, so he had to produce reports showing that he was making progress. This is why he came up with these false theories about “refrigerator mothers” and despite evidence against his theory, he refused to change his views. In addition, mothers of children with autism were led to believe that the reason they were “not loving mothers” was because of their parents. It was until 1964 that Bernard

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40 Rimland wrote a book stating that it was unlikely that autism was caused by the psychological environment (ex. mother’s treatment) but instead, it was caused by physical causes, putting an end to Dr. Bettelheim’s false theory about mothers being responsible for their child’s autism. On the other hand, in The Life Autistic , the success stories and achievements of children and individuals living with autism are highly celebrated. This documentary is more hopeful and its philosophy in regards to individuals with autism is that even though they are on the spectrum, they can still achieve great things. Contrary to Refrigerator Mothers, since this documentary is more modern, it gives us more professional insight into what autism is, with real evidence and research, and it provides personal and professional experiences by parents, special educators, service providers, and even individuals with autism which gives us a better understanding of this disability. Furthermore, one of the philosophies or educational views about autism in this documentary is that “the earliest these children are diagnosed, the most desirable outcome parents will get” so it is important to assist autistic children as soon as possible. Additionally, this documentary discusses that even though some children with autism develop skills, others regress and lose their skills by their second birthday. This is another reason why autism and its different spectrum are so complex. Treatment/ Intervention Implemented In Refrigerator Mothers , part of the therapeutic treatment for children with autism was to remove them from their families because there was the belief that home was the worst place for them to grow up. Due to this, parents would go years without seeing their children, however, they thought that this was the only solution. After a while parents would find out that these

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41 children were not being educated, and these children were being isolated from everyone else in their rooms as part of the treatment. In The Life Autistic , we learn about a variety of treatments and interventions available to assist children and individuals with autism. There are agencies and organizations specifically designed that offer services to children with autism, 5 days a week. These agencies focus on teaching children with autism on developing communication skills and to be more independent. These agencies offer these individuals occupational therapy, speech therapy, and in some cases feeding therapy. Children work one-on-one with special education teachers and are in general education classrooms about 80% of the time, to allow them to learn in a more inclusive environment with other kids. Additionally, to assist low-verbal autistic students, teachers use communication devices. Parental Engagement/Involvement In Refrigerator Mothers , we learn that it wasn’t until a later time that mothers started advocating for their autistic children, however, they were always involved in trying to help them even after they were considered by these professionals as unfit mothers. Parents became activists because they learned that no one knows these autistic children better than their mothers. We also learned through the documentary that some of these parents fought hard with the school system to create programs for children with autism. In more recent years, doctors recognize that parents are sometimes “more of a professional about their children’s autism than they are” showing that parent’s involvement is vital. Sadly, the documentary also states that some mothers still can’t overcome past traumas.

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42 In The Life Autistic, we learn that parents, along with education professionals, work together at setting goals and achievements for children with autism, for example helping them become potty trained, or teaching them to sit for 6 minutes without crying. Parents also work with different agencies to help their children with autism gain independence. For instance, parents reach out to Christian Opportunity Center, which offers homes to individuals with autism and supports them in being independent and developing living skills. Resources/Support Available For Individual With Autism And Their Families In Refrigerator Mothers , we did not learn of any resources or supports available for individuals with autism and their families due to autism still being recently discovered by doctors and not much was known about what caused it and how to treat it. On the other hand, in The Life Autistic , we learn about many resources and support being available to these individuals such as agencies that offer occupational therapy, speech therapy, and feeding therapy. They help these individuals develop social developmental skills, and special education teachers teach students with autism different living skills like hygiene and how to prepare their lunch for instance. There are also many day programs for these individuals to get the services they need. Expectations For Children With Autism In Refrigerator Mothers , it was expected that children with autism would eventually get better as they grew older because of the belief that being away from their mothers would make their disability go away. However, after noticing that it didn’t, there wasn’t much that could be expected from these children other than that they couldn’t ever gain independence from their parents and that mothers were expected to give up lots of their freedom to look after their autistic children.

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43 In The Life Autistic , it is quite evident that these children are expected to develop living skills that will eventually allow them to gain independence from their parents and/or caretakers. Through the implementation of different programs, these children will be able to be successful in the workforce. Also, through initiatives by the Christian Opportunity Center, these children will experience living away from their parents and become independent. Initiatives And Programs Initiated To Incorporate Individuals With Autism Into The Community In Refrigerator Mothers , parents advocated for the creation of programs in public schools for children with autism but it did not mention any in specific. However, in The Life Autistic , several programs and agencies are mentioned. We learned that educators created an environment where autistic kids will be successful in the workforce. They initiated Functional Learning Programs to get children with autism familiarized with work after they graduate high school. Some of these children are trained to perform tasks like making deliveries from one school building to another or working at school coffee shops. Also, as I previously mentioned, the creation of day programs provides services to these children which help them get living skills important to succeed. Additionally, organizations like the Christian Opportunity Center offer homes to individuals with autism and support them in becoming independent and developing living skills, and small businesses like Talk To Me Technologies, which makes devices for people with communication needs, employs individuals with autism and provides them with accommodations to help them perform their job better. Personal Overall Reflection/Thought Research regarding children and individuals with autism has come a long way since this disability was first discovered by doctors. Unfortunately, the number of children who are on the

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44 spectrum keeps alarmingly increasing which shows how important it is to keep researching this disorder. After watching both of the two documentary videos, Refrigerator Mothers made me think about how children with disabilities and their parents were treated back in the day and how little to no support they received to help them attend to their child’s needs which further complicated their situation. However, after watching The Life Autistic documentary, I felt rejoiced in learning about the variety of services and support available out there for these children and their parents. Knowing about all the educational professionals and therapists who are making a difference in the lives of these children and helping them become more independent shows me that as a future special education teacher I too can make a difference in the lives of children with disabilities. Autism Assignment (B) 1) Define Autism based on the DSM V Based on the DSM V, autism spectrum is defined by three features that are present since childhood: impaired social interaction, impaired communication, and restricted, repetitive, and stereotyped patterns of behavior, interests, and activities (DSM V). Additionally, IDEA defines ASD as a neurodevelopmental disability affecting verbal and nonverbal communication and social interaction, generally before age 3, that adversely affects a child’s performance (IDEA 2004). 2)Identify the common characteristics of ASD Common characteristics of ASD are: ● Impaired social relationships, including communication. ● Many children with autism do not speak. Echolalia, which means meaningless repetition, is common among those who do talk ● Varying levels of intellectual functioning and uneven skill development

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45 ● Unusual responsiveness to sensory stimuli ● Insistence on sameness ● Ritualistic and stereotypic behavior ● Aggressive or self-injurious behavior 3) Why is autism commonly referred to as autism spectrum disorder? Autism is commonly referred to as autism spectrum disorder because it is different for every person with autism. ASD includes several conditions within the spectrum and some autistic individuals may need more support than others to go through with their lives. 4) What is problematic about the idea that autism disorders fall on a spectrum? Something that makes the idea that autism disorders fall on a spectrum problematic is that it can lead children to be misdiagnosed based on behaviors that otherwise we would consider “atypical” but not actually a neurological disorder. As a result, this would lead to bigger problems such as overclassification of individuals and make individuals feel stigmatized, disabled and less capable than others because of the autism spectrum disorder label being given to them, which according to the powerpoint document is extremely difficult to get rid of when it says, “Although some children with autism have progressed so significantly that they no longer carry the diagnostic label, the opinions of experts differ greatly on the issue of recovery from autism” (ASD Powerpoint). 5)What is the process of diagnosing ASD? Please also include the screening tools utilized for diagnosing an individual. For diagnosing ASD, professionals use the following processes: -Childhood Autism Rating Scale (CARS): 1 being age-appropriate for your child, 2 being somewhat abnormal, 3 being significantly abnormal, and 4 being extremely abnormal. -Autism Diagnostic Interview-Revised: This interview focuses on behaviors in three main areas: qualities of social interaction; communication; and restricted and repetitive, stereotyped interests and behaviors. -Gilliam Autism Rating Scale (GARS): One of the most commonly used tools for diagnosing autism spectrum disorder, and its severity, in the world.

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46 -Asperger Syndrome Diagnostic Scale (ASDS): It helps identify symptoms, behaviors, and associated features of ASD in children and adolescents aged 2 to 18 years. -Screenings: Checklist for Autism in Toddlers (CHAT) and Modified Checklist for Autism in Toddlers (M-CHAT) 6) What are the causes of Autism The causes of autism are unknown, however , there is a clear biological origin of autism in the form of abnormal brain development, structure, and/or neurochemistry. There is also no evidence that suggests that childhood vaccinations cause autism. 7)What are the commonly used educational approaches to support/teach students diagnosed with ASD The most commonly used educational approaches to support/teach students diagnosed with ASD are: Applied Behavior Analysis (ABA) ● Discrete Trial Training ● Picture Exchange Communication System (PECS) ● Peer-mediated interventions ● Errorless discrimination learning ● Generalization ● Functional assessment of challenging behavior ● Pivotal response intervention –natural environment instruction ● Naturalistic language strategies – loosely structured; resembles incidental learning strategies ● Social stories ● Picture activity schedules There is also the implementation of educational placement alternatives like resource rooms. 8)When reading about the process of diagnosing a child with autism did you find anything different from the diagnosing of other disabilities?

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47 Yes, I noticed that the diagnosis is predominantly done through tests, evaluations and interviews as opposed to other disabilities which may be more physical or easier to perceive. Also, since there is a spectrum of autism, it is more challenging for doctors to give a diagnosis that is accurate. 9) Identify current issues and future trends dealing with ASD. Some current issues with ASD are that Although some children with autism have shown significant progress, experts believe that they should still carry their diagnostic label. Another issue is the §is the unreliable educational interventions and therapies for individuals with ASD. Finally, it is recommended that “parents and professionals should select autism treatments on the basis of careful and systematic evaluations of the scientific evidence of their effects and benefits (ADS Powerpoint). Component 7 (DEVELOPMENT OF CULTURAL COMPETENCE) To be culturally competent is to realize that even though you have your own thoughts and cultural beliefs, you still are capable of embracing, valuing, and respecting other people’s cultures and creating an inclusive environment in which everyone feels that their culture is respected, represented, and celebrated. Living in a city like NYC, which is famously known as the most culturally diverse city in this world, with hundreds of different cultures, languages, and traditions coexisting together in the same place, it may be difficult for some people to be accepting of others, this is the reason why we must learn how to be culturally competent and consider this a great opportunity to learn about other cultures without having to travel to other countries to do so. The same thing happens in the classrooms with students from different cultural backgrounds. I feel privileged to live in a city that forces you to open your cultural lens and allows you to observe and experience aspects of other cultures such as their food, dances, music, etc. A belief that I once held about certain groups that are no longer held or have been strengthened as a result of social interactions and/or self-education is, as I learned in this course,

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48 the role of parents in the special education team, most specifically parents with a diverse cultural background. Before, I thought that it wasn’t that important that parents were not able to communicate because school professionals were the most important and competent people when making decisions about students such as referring them for evaluation, developing IEPs, etc. I did not realize how big of a role parents play in their child’s education, especially for children with special needs in which parents have an input in what services they want their children to have, or if they disagree with any decision made with regards to their children’s services. I learned that culture plays a huge role here and it is our duty as educators to be culturally competent instead of being biased and learn more about student and parent’s culture before making decisions. I also learned about all the support available to parents that don’t speak English to allow them to communicate with school professionals and express their thoughts in school meetings and IEP meetings. Thankfully, now my perspective about the role of parents has changed and I see how parents can be teacher’s best and most valuable ally when it comes to supporting students academically and the fact that these parents have a different cultural background should not be a factor for establishing a strong and healthy parent-teacher relationship. Finally, to further continue developing my cultural competence I will encourage inclusivity and celebrate diversity in my classroom. I will try to include literature and activities from diverse cultures to encourage students to learn about different countries, about their history, traditions, language, etc. If there is a student from a country that I’m not too familiar with, I will research and learn about this specific student’s culture and tradition to create a connection with them and I will also encourage other students in the classroom to do the same. One activity that I think will elevate my cultural competence as well as others is to celebrate festivities from

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49 student’s cultures. This will make students feel that their culture is valued, celebrated, and admired by people around them and eventually, this will create a more inclusive school culture.

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Luis Tavarez_ Culminating Report

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