As I read Education for All - Chapter 5, I became
more aware of how Disproportionate
Representation has been a problem for almost a century in the educational
system. Oswald (2012) writes, “Children are not to be identified
as disabled because of poor achievement due to environmental “disadvantage” or
ethnic, linguistic, or racial difference.” As much as Oswald may be stating the
‘obvious’ our education system still doesn’t completely reflect it. We base intelligence
off of standardized test and grades that reflect the understanding of the Common
Core Standards but what exactly is ‘common’ or ‘standard’? What is the ‘norm’
that we use to create/build these standards and test?
We face many obstacles
while trying to teach a specific content in a way that interest and is grasped
by every student. Jimenez and Graf (2008) have some great strategies that can
be implemented in the classroom to relieve disproportionate representation such
as Culturally Responsive Instructional Approaches and Response to Intervention.
Both of these strategies require the educator to adapt an understanding of the
students’ sociocultural and background. With that being said – why not train our
educators to become more culturally and linguistically diverse and aware during
professional developments.
We know that not every
child learns the same or has the same interest. With the educational world
becoming more aware of these issues future teachers (like me) are being taught
different approaches and learning styles to implement the content to my
classroom. Too often it is assume that when a child struggles with a lesson
that he/she isn’t ‘smart’ enough to grasp the content. What needs to be thought
about is the different ways the lesson can be taught in that will begin to help
the child understand and grasp the content. Through experience I have learned
that connecting the content to real world experiences has a great outcome of
success. During my student teaching I implemented a fraction unit to a second
grade classroom. While giving my
pre-assessment I asked the questions “what is the numerator of a fraction
represent?” Not one student in the class was able to answer that question correctly
but when they were ask to explain what it meant if I eat 1/3 of a pie 80% of
the class was able to tell me that I ate one of the three pieces of the pie. I
was then able to tie the academic language into their real-world connection of
fractions with pie and meet the unit’s objectives.
Connection and building
relationships with each student can go along way for both the student and the
teacher. Educators can use interest inventories, observations, and journals to
get to know their students and their strengths. Understanding each child’s
learning preference and prior knowledge can help build a foundation for the
teaching styles and material needed to implement a successful lesson. Tying the
students’ strengths, schema, interest, and personal life together will result in
lifelong knowledge.
Response to Intervention
is another great solution that I have personally witnessed. RTI is a three tier
system that helps misrepresent student’s lack of interest/motivation or
understanding as special needs. This practice is a great way to tangibly individualize
student’s learning instead of throwing him or her in the system. We used to say
“if you don’t pass the test you’re special needs” well now you need to ‘pass
the test’ to be special needs.This procedure requires observations and documentation of the child and his/her learning. Once the student goes through all three tiers and is observed over a period of time in all academic settings, the educators then have data to prove and back them up when saying that the child needs special services.
I agree with connecting and building relationships with students. I think this is the most important strategy to prevent an overrepresentation of special education students.
ReplyDeleteI agree Amanda when I read your comments on " not every child learns the same way or has the same interest' and also;"connecting and building relationships with each student can go a long way..." I was not a teacher/educator when I was placed with various different children in different school systems but a "Therapeutic Specialist" to monitor and control negative behaviors from disrupting their learning and the learning of the other children in the classroom. I was not placed to educate the child but there were times when I did have to guide the student along and in a way do a form of instructional teaching so that the student can continue to remain mainstreamed into his/her inclusive general education classroom. I would build a collaborative relationship between myself (TSS) and teacher and also teachers aide and we would all work together to locate the learning style and preference that would assist the child's learning and then those skills were carried on into the home environment to assist the parents in working with their child with homework. I agree Amanda that you do need to get to know the student and what are their strengths and weaknesses.
ReplyDeleteIt makes no sense because we are told as educators to differentiate instruction but then our assessments are standardized. Also, as students in an educational program, we only discuss culture and ways that we can support it in our classrooms, but as you mentioned, we aren’t all trained to become more culturally diverse. The one thing that stuck with me from chapter 5, was when Jimenez & Graft (2008) wrote, “Teachers, school leaders, and district administrators should become savvier consumers (and possibly creators) of research.” We need to be able to reduce inappropriate referrals to and placements in special education.
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