Module 4-SEDN 602 (1)
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School
Touro College *
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Course
602
Subject
Communications
Date
Apr 3, 2024
Type
Pages
5
Uploaded by BaronTitaniumMongoose46
Justina Gaskins
SEDN 602 Introduction to Teaching Students with Disabilities (Online)
Dr. Barry Edwards McNamara
March 3th, 2024
Module 4: Culturally and Linguistically Diverse Learners
2. What advice would you give Ms. Grelak about instruction for English learners with learning
problems?
I emphasize two crucial aspects when guiding educators like Ms. Grelak in their work
with English learners (ELs) and culturally and linguistically diverse (CLD) students. First and
foremost, it is essential to acknowledge and appreciate students' diverse cultural learning styles.
This recognition forms the basis for establishing personalized connections, considering the
profound influence of sociocultural factors on the learning process (Bryant et al., 2008).
Implementing culturally responsive instruction creates an inclusive and positive learning
environment that values individuals, acknowledges their strengths, and provides appropriate
support (Bryant et al., 2008).
Implementing the "mirrors and windows" strategy within the educational framework
guarantees inclusivity and introduces students to various viewpoints (Bryant et al., 2008, p. 106).
Educators acknowledge and honor diverse communication styles and cultural norms in culturally
responsive classrooms, cultivating an environment of acceptance and mutual respect.
Simultaneously, teachers affirm students' home cultures while instilling mainstream cultural
norms to equip them for broader social engagements (Bryant et al., 2008). This holistic approach
establishes a safe and supportive learning atmosphere, inspiring students to embrace academic
challenges.
Secondly, educators need to be aware of their biases and assumptions, as these can
influence subjective judgments, especially when making decisions that may affect a child's
assessment. It is crucial to rely on objective facts, such as classwork, observations, and
assessment progress, when determining the necessity for an evaluation. Even if the results
suggest a potential learning disability, teachers should refrain from diagnosing the child and
instead concentrate on exploring services and planning subsequent steps to support the child's
learning journey (Bryant et al., 2008). This objective and supportive approach ensures a fair and
unbiased evaluation process, contributing to students' overall well-being and educational success.
Subjective concerns fuel and uphold stigmas concerning overrepresentation and
underrepresentation in special education (Bryant et al., 2008, p. 107 and 109).
Overrepresentation is an issue that arises due to limited access to the general education
curriculum, inappropriate placement of students, inadequacy of services, stigmatization through
disability labels, lowered expectations, potential social isolation, and ultimately, adverse impacts
on educational and life outcomes (Bryant et al., 2008, p. 107). The trouble with
underrepresentation becomes more evident among students who need proficiency in English
(Bryant et al., 2008, p. 109). Despite the cognitive skills required for bilingualism, it is
frequently perceived as a drawback that requires corrective actions rather than being
acknowledged as a strength that deserves to be enriched; failing to recognize and foster the
inherent talents within our diverse student population is unjust both to these students and to our
society at large (Bryant et al., 2008, p. 109).
3. Where might you seek information about teaching English learners in your city? In your state?
What information is provided for parents and teachers? What specific questions would you like
to have answered?
If I were to gather information about individuals learning English in New York City, my
first reference point would be the official New York City Department of Education (NYC DOE)
website. This site is expected to provide comprehensive details on programs, policies, and
resources tailored for English Language Learners (ELL). Additionally, it includes information
about annual meetings designed for parents of English language learners, covering aspects such
as their child's academic and language progress in school and the rights of parents with English
Language Learners (NYCDOE, 2024). It's worth noting that New York State operates its
educational department, accessible through the NYSED website. This platform should contain
pertinent information regarding state-level policies, regulations, and resources for English
language learners. Furthermore, New York boasts several Regional Bilingual Education
Resource Network (RBE-RN) centers dispersed across the state. These centers serve as valuable
hubs, offering support, training, and resources for educators teaching English learners.
There are three specific questions I would like to have answered by a professional; they
are:
●
How are English learners assessed for language proficiency, and what support is
provided based on those assessments?
●
Are there professional development opportunities for teachers focused on English
language instruction and supporting EL students?
●
What resources are available for parents to help support their child's language
development at home?
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While I have three questions for professionals, I have two questions for my classmates:
●
What resources would you provide parents at your school to help support their
child's language development at home?
●
How does your school or classroom promote inclusivity and a supportive
environment for English learners?
Citations
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in
inclusive classrooms. New York, NY: Pearson Education.
Multilingual learners. web. (n.d.). https://www.schools.nyc.gov/learning/multilingual-learners
References
Woo, R. (2023, September 19). NYS Statewide Language Regional Bilingual Education
Resource Network. NYU Steinhardt. https://steinhardt.nyu.edu/metrocenter/language-rbern
Bilingual education & English as a new language. New York State Education Department. (n.d.).
https://www.nysed.gov/bilingual-ed