Chapter 11: Supporting Diverse Learners in Content Classrooms

When I read the title to this chapter I became increasingly excited. I myself considered being a special education teacher before making the decision to be general education and my initial beliefs of equal education for all students still defines my educational philosophy today. All types of students with disabilities are explained in this chapter but I am particularly fond of the fact that the text addressed the necessary recognition of gifted students. Gifted students also need differentiated instruction as do students with learning disabilities. There is no “one size fits all” idea for instruction which is why differentiated instruction is so important.

The Universal design for learning (UDL) strategy sounds as if it would be very effective in an inclusion classroom and I would really like to observe it being implemented in a classroom. I did my observation hours in a 5^th grade inclusion classroom at a title 1 school and to be honest my experience scared me. The teacher was assisted by two special education teachers but it did not seem like they were of any assistance. The teacher often gave instruction through lecture and did not seem to have control of the ‘misbehaved’ students. I even witnessed an emotionally disturbed child throw a chair across the room and I had no idea how to deal with the situation. That is why I am glad this chapter includes strategies for dealing with students with special needs.

Since my last experience in an inclusion classroom was quite eye-opening, I was a little apprehensive about leading an inclusion classroom. But since I have read this chapter I have realized that even homogeneous groups of students are all unique and bring their own experiences and perspectives to the classroom. More than anything I think it is important for teachers to be well-educated on the characteristics of the student in their class, whether it be the child’s culture, disability, SES, or anything else

What are some cultural and economic problems that impact students?
-poverty
-disability
-limited resources (from home or the school)
-lack of support
-negative perspective on school


What should we do?

Communicate with parents, educate yourself on the cultural diversity within your classroom, put aside personal biases, provide direct instruction, provide support and encouragement, relate instruction to real-life situations, use strategies to encourage students to make connections, be aware of your students personal situations.