ESD_ 550 Understanding Assumptions Essay (2)

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Feb 20, 2024

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Promoting Equitable Classrooms: The Role of Understanding Personal Values and Assumptions in Enhancing Student Learning Deandra Procassini GCU: ESD 550 February 10th, 2024

Understanding Assumptions Having a good understanding of one's own beliefs and presumptions about other student groups has a significant impact on the personality of every student, which, in turn, affects their learning community and, in the end, their academic success. As a result of investigating individual beliefs and presumptions, it becomes possible to see how crucial it is to assist each student in developing his or her abilities as part of a larger body of knowledge and abilities that will result in graduates who will be successful in a global context. In order to evaluate their ethical and professional beliefs about teaching all students somewhat, educators need to provide a variety of options for learning, understanding, and making sense of the world, as well as diverse assignments for students. In egalitarian classrooms, all students' learning can be improved by recognizing these ideals and presumptions in light of ethical norms to make their learning more efficient. Professional and ethical values Teachers should be able to provide equal instruction to all of their students. In order to provide equitable education for all students, teachers can evaluate their commitment to ethical and professional standards by offering a variety of alternative approaches to knowledge acquisition, resource access, opportunities, and needs that are culturally relevant and sensitive in order to demonstrate their commitment to ethical and professional standards. As educators, instructors have an obligation to themselves and their students. For all students to access the learning process, teachers provide various knowledge options for them to choose from. When teachers differentiate instruction in the classroom, all children receive an equal level of instruction. There are a variety of classroom strategies that can be used to achieve these goals, including flexible grouping, ongoing assessments, and the adjustment or modification of the lesson based on the

level of preparedness, interests, and learning profiles of the students in order to meet the needs of the students. The Model Code of Ethics for Educators states, "The professional educator demonstrates commitment to high standards of practice through: Advocating for equitable educational opportunities for all students; Committing to ongoing professional learning" (MCEE, 2015). Providing all students with equal access to opportunities and resources, as well as meaningful and culturally sensitive teaching that meets the specific needs of each student. As a result of providing a level playing field for all students, regardless of their identities or experiences, we call this equitable instruction. To deliver equitable teaching, teachers must be aware of the different demands of each student, and they must be prepared to adapt their lessons accordingly to suit the needs of each student. Secondly, they must ensure that every child has a secure, welcoming environment where they feel respected and cherished and a learning environment that helps them do their best. Including students with mild and moderate disabilities in the classroom Students with mild to moderate disabilities should have access to all materials and activities in a classroom in order to address presumptions that influence instructional methods and decisions. To combat these assumptions, one of the strategies that can be used is ensuring that all resources and activities are available to all children. Children with various impairments can benefit from various resources, such as braille, giant print, song language interpenetration, and assistive technology. There is also the possibility of differentiating education according to the needs of each student. As a result, it may be necessary to provide students with customized lessons to meet each student's needs and allow them to demonstrate their knowledge in various ways. As a result, every student may access the same learning objectives as their peers who are not impaired. Students with disabilities are known for not being smart or being labeled, "They are

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generally described as individuals of at least average intelligence who have difficulties processing information and unexpected difficulties in academic areas, while showing strength and success in some learning and processing areas" (Bender, 2013). We all make assumptions daily, whether in the classroom or other contexts; most of the time, we are unaware that we are doing so. There is the potential for assumptions to mislead us and result in decisions that are not in the best interests of our pupils if they are made. In order to work effectively with kids who have disabilities, we need to be aware of our presumptions and how these may impact their ability to learn. Without forceful technology, it will not be sufficient to assume, for example, that something like "that activity will work." Regarding the students in our classroom, we, as teachers, cannot make assumptions about them. In order for students with disabilities to be able to take advantage of the educational opportunities that are available to them, there are typically specific hurdles that they must deal with. We may be able to address our presumptions by ensuring that all of the resources and activities are accessible to all children. Any instructor or teacher who has a mild to moderate handicap should refrain from making assumptions about any circumstances or students who might have a mild to moderate handicap. Another way that teachers can avoid making assumptions about their lesson plans, interactions, and communication is by doing their research and asking special education instructors about ways to enhance those lessons, interactions, and communication. This aims to guarantee that educators are making every effort to give pupils every opportunity to reach their full potential in every development area. Adapting the instructions to meet the needs Using explicit training in academic skills, such as reading comprehension and arithmetic problem-solving, is one-way schools can adapt their curriculum to accommodate the cognitive

demands of children with mild to moderate disabilities. Within grade level bands K–3, there should be an emphasis on developing critical thinking abilities. Kindergarten students are required to participate in a critical thinking activity. For example, teachers can successfully address their students' cognitive demands by assigning matching, sorting, and categorization tasks in addition to book reading and open-ended questions. Regarding Social and Emotional Needs, Teachers can tailor their lessons to support students with mild to moderate impairments by explicitly teaching social skills, such as socializing with other students. Introducing them to social skills-related activities will increase their chances of interacting and cooperating with others in the future. Instructional practices and decision-making: Assumptions In grades K–3, there are several ways in which the assumption influences the teaching strategies used. In the K–3 range, children have specific, individual developmental requirements that require contact designed to meet their needs in a way that is adapted to them. A student's curriculum might differ significantly depending on the grade level in which he or she is enrolled. A child with mild to moderate disabilities in grades K-3 must receive a differentiated education tailored to their specific needs. A method tailored to each learner's unique needs and educational experiences is necessary for students with disabilities. An example of this could be providing a visual aid, adapting, accommodating, and using assistive technology to meet and exceed the needs of students with disabilities. As one of the tenets of engagement, Universal Design for Learning is one of the instructional methodologies used in the classroom. An engagement can increase the curiosity and growth of Kindergarten students by offering them options. The UDL guidelines state, "UDL guidelines recommend presenting information through different modalities(e.g., through vision, hearing, or touch) and

in a format that allows for adjustability by the user" (Gray). The importance of educators meeting the needs of children with mild to moderate impairments cannot be overstated. Parents or instructors need to provide their children with the necessary materials so the learning environment for their children can thrive. There should always be a feeling of comfort and security for students in the classroom. As we consider texts and debate them in the context of visuals, it is essential to ensure that visuals are also being described. There is a reason for this: Students with disabilities want tactile or audible alternatives to be available to them at all times in the classroom for reasons like accessibility. References

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Bender, W. N. (2013). Differentiating instruction for students with learning disabilities: New best practices for general and special educators . Hawker Brownlow Education. Gray, T. (n.d.). Accessible materials for students with print disabilities. Reading Rockets. https://www.readingrockets.org/topics/assistive-technology/articles/accessible-materials- students-print-disabilities Resources - National Association of State Directors of teacher ... National Association of State Directors of Teacher Education and Certification. (n.d.-b). https://www.nasdtec.net/page/Resources

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