Validating culturally diverse students
The participating teachers maintained relationships with their students that were “fluid and equitable” and often attended community events in order to demonstrate support for their students.
These teachers also believed in creating bonds with students and developing a “community of learners,” which means that all students worked collaboratively to become responsible for each others’ learning.
National statistics reveal that the population of the United States is becoming more ethnically diverse, but the teaching force remains mostly white, mostly female (see National Center for Education Statistics).
Teachers must to accept the reality that many of their students will come to their classrooms with cultural, ethnic, linguistic, racial, and social class backgrounds that are different from their own.
LEAs can use up to 15% of their federal IDEA funds to provide academic and behavioral services to support prevention and early identification for struggling learners in K-12 (with a particular emphasis on K-3 students) who are not currently identified as needing special education or related services, but who need additional academic and behavioral support to succeed in general education [P. Assumption 1: “Evidence-based instruction” is good instruction for everyone.
English language learners who have been taught with generic evidence-based interventions have been provided with sufficient opportunities to learn.
An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.
While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. Any LEA identified as having significant disproportionality based on race and ethnicity must reserve the maximum amount of funds under section 613(f) of the Act to provide comprehensive coordinated early intervening services to serve children in the LEA, particularly, but not exclusively, children in those groups that were significantly over-identified [300.646(b)(2)].
Many approaches recommended as being evidence-based have not been validated with ELLS or in school contexts similar to those in which many ELLs are educated.Empowering minority students in such a collaborative learning environment allows the burden of incorporating cultural views to shift from minority students to the larger classroom community, in which cultural dynamics may be safely explored, respected, and valued. Although carefully collected, accuracy cannot be guaranteed. Differing provisions from the publisher's actual policy or licence agreement may be applicable. but we have temporarily restricted your access to the Digital Library.The restriction will be removed automatically once this activity stops.
In interactions with people from foreign cultures, a person who is interculturally competent understands the culture-specific concepts of perception, thinking, feeling, and acting.It is a balance, situatively adapted, among four parts: Cultural incompetence in the business community can damage an individual's self-esteem and career, but the unobservable psychological impact on the victims can go largely unnoticed until the threat of a class action suit brings them to light.Notice that some definitions emphasize the knowledge and skills needed to interact with people of different cultures, while others focus on attitudes.Your activity appears to be coming from some type of automated process.