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Chapter 4 Summary: Understanding the Educational Strengths and Challenges…
Chapter 4 Summary:
Understanding the Educational Strengths and Challenges of Students From Diverse Backgrounds
Economic Challenges:
Families with children are finding themselves in poverty, especially for families with children with disabilities or culturally/linguistically diverse backgrounds.
Poverty affects health, cognitive development and academic performance. Can also impact education, social, and behavioral development. :red_flag:
Children living in poverty often experience substandard housing, hunger, poor diets, lead poisoning, more stress, poor school systems and limited medical care.
Students living in poverty are more likely to be identified for special education or remedial programs due to their lower socioeconomic backgrounds.
Important factors to consider: depth, timing and duration of poverty on students
Homeless students do not have a regular residence and live in temporary living situations frequently. They receive limited educational, after-school, health and social services due to homelessness. :red_flag:
McKinney-Vento Homeless Assistance Act = homeless children have the right to a free and appropriate public education in school system and supports students with attendance concerns. :star:
Students may not attend school because of transportation, class placement, school supplies, clothing, medical needs, hunger, and school-required documentation (birth certificates, vaccines, etc.)
Migrant students include students who travel frequently (migrant lifestyle due to family migrant workers) :red_flag:
Difficulties for migrant students include: learning new school environment/rules, making new friends, meeting new graduation requirements, understanding new curriculum/learning strategies
Migrant families often have poor sanitation from work facilities, overcrowded living, substandard housing, poor diets, limited access to health care, exposure to work hazards, and poor academic performance
Supporting students can include collaborative assignments for easier socialization, building teacher-student relationship, and supporting their needs, interests, and experiences
If you know a family that will be moving, provide family with school-related documents and work with next school district for easier transitions. If needed, provide family with bilingual educators/migrant educators for adjustment needs
National Association for the Education of Homeless Children and Youth & the National Center for Homeless Education at SERVE Center
Native American students live in remote rural areas and live with families who experience unemployment. They have high poverty rates, language differences, and limited medical care access. :red_flag:
Implement cultural, experiential, spiritual, and linguistic backgrounds into instruction to challenge stereotypical portrayals of Native Americans
Learn more about their culture, language, and history! This can impact learning and educational goals.
Wealth can impact educational, social, and behavioral development for children. :red_flag:
Children have psychological and emotional challenges (entitlement, narcissism, high perception of self, etc.)
Often are bored, lack motivation, have low self-esteem and are more likely to engage in teenage sex and substance abuse
Due to superficial relationships, need for constant stimulation, lack of compassion and empathy and little responsibility for personal property
Demographic Shifts
: United States has become a culturally, linguistically, and religiously diverse country
Linguistically diverse - speak different language(s) other than English
English language learners do not always equate to immigrant families, they just require additional oral proficiency support in English
Bilingual Education
- utilizes native and new language and culture of students to teach them
Students are gradually introduced to English language skills
Bilingual Education Act - guidelines and funding to encourage school districts to employ bilingual education practices to teach students who speak languages other than English :star:
Has personal, cognitive, cultural, and societal benefits
EL learners improve cognitive and sociocultural development, as well as academic success, self-esteem, and English learning
Religiously diverse - beliefs and traditions affecting learning or behavior :
Could include: medical/dietary restrictions, clothing, rituals, observances, absences
May need accommodations to support and respect their religious beliefs and traditions
Immigration
- affects economic, educational, cultural, experiential, and language (varying levels of impact & adjustment due to current background)
Stages of immigrant families: curious, shock, confusion, withdrawal, disorientation, assimilation, falling away from own cultural values/traditions
Allow students to tell stories and provide opportunities to use their strengths to promote academic success
Supplement instruction by providing materials in their language for comfortability during learning, incorporating their language into instruction, offering EL programs, using nonverbal teaching methods
Involve parents in academics and extracurricular activities when possible and provide materials about school/community
In school, students may have trouble making friends and seeking adult help with academics, mental and physical health concerns
May have internal and external fears of peers, authority figures, and other events that happen at school due to immigration experiences
Students with interrupted formal education typically perform 2 years below their expected grade level due to varying circumstances
Plyer v. Doe - all undocumented students have the same rights as U.S. citizens to attend public schools :star:
Discrimination, Segregation, and Bias
: can be identified as a display of verbal/sexual harassment, physical violence, physical segregation/inequality, and different treatment and expectations
Multiracial/Ethnic Students
Students who are involved with and appreciate multicultural/ethnic identify function appropriately with other cultures and perspectives
Gender Equity
Schools can inadvertently reinforce stereotypical views between girls and boys when it comes to academics and behavior
Impacts self-esteem gap, societal bias, peer pressure, and academic achievement gap
Eating Disorders and Obesity
Eating Disorders can come from: fashion and entertainment standards, sports programs, perfectionist ideals, academic goals, and relationships
Affects health, emotional development, and school performance
Obesity effects learning, socialization, and self-esteem due to lack of energy, teasing, stigmatization, and discrimination
Promote acceptance of all body types and healthy lifestyles
Work with medical and psychological professionals to support and address issues related to eating habits
LGBT Youth
Due to discrimination and bias, student well-being, educational performance, emotional development, and participation in activities is impacted
Special education overrepresentation of emotional and behavioral disorders
Students with HIV/AIDS
AIDS is covered under Section 504
Collaborate with professionals to develop nonjudgmental services
Students who are Abused
Teachers are mandated reporters
Make sure to document data and follow all school policies when reporting child abuse
Consider family's cultural background when identifying child abuse
Always provide a safe and supportive learning environment
Students who Abuse Substances
Learn about common effects of substance abuse
Determine if community/school has prevention strategies and treatment programs for students and families
Positive perceptions promote self-esteem and success. Teachers should promote identify and academic performance for all students! :!:
Negative perceptions can come from hidden and overt discrimination
Teacher reflection on their policies, practices, attitudes, and behaviors in relation to disparate treatment of and disparate impact on students :checkered_flag:
Cultural & Language Differences vs. Learning Difficulties
: understand language acquisition process and determine if the student has an eligible disability that is not related to cultural/experiential backgrounds or English proficiency (IDEA)
Multidisciplinary planning team should include professionals, family members and/or community members that understand the student's native language and culture
Helps make sure data and information is interpreted appropriately
Consider social and academic language skills between each language
EL learner interventions to support success in general education setting:
Basic interpersonal communication skills (BICS) - social language skills that help students develop social relationships and engage in casual conversations
Cognitive/academic language proficiency (CALP) - language skills that relate to literacy, cognitive development, and academic development (use of academic language/vocabulary)
For EL learners, MTSS discussion should include factors that affect language development, affect on learning in all languages, and (if determined) an educational plan that promotes learning and language acquisition
Data Collection - should collect and analyze academic data in student's primary and secondary language
Language proficiency - degree of skill in speaking the languages (receptive and expressive language skills)
Language dominance - determine language student is most fluent in, possible comparison between languages
Language preference - identifies language student prefers to use for communication (might depend on setting)
Code Switching - using words, phrases, expressions from one language while speaking another language
Supports for EL students:
Bilingual glossaries or access to assistive technology for translation services
Pre-teach concepts that include new academic vocabulary
Provide note taking supports (divided page method)
Role-playing and social skills supports with feedback
Allow students to communicate through gestures and drawings
Create a risk-free environment to encourage language development
Provide alternative assessments
Explicit instruction and support until proficiency is achieved
Home life and experiences can impact language acquisition
Identify experiences and factors to determine if learning and language difficulties are related to a disability to experiential factors
Some factors might include: length of residence in U.S., school attendance patterns, school instructional history, cultural background, academic performance compared to peers, home life, and health/developmental history