Finally, analysis suggests that classroom practices, inclusive of curriculum and literacy, are relational. They are sustained and held in place by peers and adults, both within and external to the classroom. What opportunities are offered during the day to engage the student in learning?
How are skills scaffolded to increase the sophistication of participation? This broader framework provides a means for understanding the construction and embodiment of impairment and disability. The student had a strong inclination to participate in the regular literacy classroom practices like all other students.
With support, mainly in the form of Teacher Aides, he was able to engage in literacy activities, despite the level of frustration and tiredness impairment effects it generated. Over the three years of observation, the student was observed to have quite different friendship experiences, which seemed to be a reflection of the different peer groups that made up his classes. One outcome of analysis is a framework for understanding and evaluating engagement and inclusion in the classroom.
The thesis concludes by discussing the implications of the findings in relation to understanding disability, childhood, sociocultural theory and classroom practice. It highlights that asking questions about knowing why, where and when, and how is more important than the current New Zealand special education policy that focuses on resourcing.
A similar criticism is leveled at the current assessment policy National Standards that narrows competence to ability, without recognizing contribution and citizenship. Advisor: Smith, Anne B. Degree Name: Doctor of Philosophy. Degree Discipline: College of Education. Children with learning disabilities were found to have positive perceptions of their global self-worth regardless of the type of class they were in, although they indicated less confidence in their academic abilities compared to their self-perceptions of physical appearance and athletic competence.
In general, most children believed that they were responsible for their academic successes and at the same time perceived academic failure as unavoidable. The students who coped most effectively demonstrated the most realistic appraisals of their academic situation. They recognized that they could not control academic failure, however, they believed that the best way to succeed in school was by continuing to exert effort.
Additionally, successful copers held high expectations for future academic success and believed that they possessed the capacities needed to achieve this success. Children who coped most effectively strongly endorsed beliefs in their capacity to have a positive relationship with their teachers.
Children who were rated as effective copers had teachers whose instructional orientation promoted autonomous functioning in their students. Press to Select an action Download.
Diversity matters and strengthens communities. Schools and institutions that are diverse and inclusive encourage communities and students to work together to solve seemingly intractable problems. The National Council on Educational Statistics NCES defines achievement gaps as the imbalance that occurs when one group of students outperforms another group by a significant margin. African-American and non-White low-income students still lag far behind their White, middle class peers in reading and math proficiency, high school graduation, and rate of college completion.
The persistent gap in achievement is caused by a gap in opportunities due to systemic and institutional inequalities in resources and supports that have been shown to improve educational outcomes, such as high quality preschool, school funding, and an experienced teaching staff. A key factor in closing opportunity and achievement gaps is ensuring African-American children and families have access to high quality early learning care and education programs and support systems.
Parents, families and communities can support early learning by engaging in activities that build critical cognitive, social and emotional skills. Using dance, music and art to stimulate interest in learning, and maintaining regular routines for reading and story time can also promote language and motor skill development. To ensure that African-Americans are not limited by persistent opportunity gaps, investments in high-quality early learning such as the national push for universal pre-K is essential to building a foundation for development, learning, academic success, and productive citizenry.
Ultimately, a solid early education paves the way for long-term success and moves us forward to closing opportunity and achievement gaps. Together, English learners and students with disabilities make up 24 percent of the student population. In renewing our commitment to civil rights, schools must meet the unique needs of all students so they might thrive academically, emotionally, and socially.
There are no bystanders in the work of ensuring we live up to our founding principles of equality and the pursuit of opportunity. Access to opportunity should not be predicated or constrained by genetic code or zip code. Educational opportunities, however, must be supported by cross-agency policies and collaborative practices that lead to thriving students, productive citizens, and successful communities across our country.
New laws and provisions should be authorized to increase access to safe and affordable housing for children and families, provide greater avenues for adult and youth employment, increase access to nutrition and transportation, as well as reformed criminal justice policies that restore individuals and communities. Stronger Together encourages schools and communities to create strong voluntary, community-based plans to assist local school districts and to develop innovative strategies to achieve equity and high achievement.
These are only a few important ways that we can continue the work of ensuring equity and strengthening communities and our country. We encourage you to identify ways to use your time, talents, and treasures to support the learning and development of all children. Comments are moderated to facilitate an open, honest and respectful conversation. While we never censor based on political or ideological viewpoints, we do not publish comments that are off-topic, offensive, or include personal attacks.
If your comment seems to disappear shortly after posting, please know that it can take up to 24 hours for new comments to be approved. If you still do not see your comment appear, please feel free to contact us at [email protected]. Education Post. Home About Blog Podcast Donate. Close nav. Our Network Chastity Lord. Posted July 19, By Tanesha Peeples Read Post. Accountability How does the federal government support our public schools? Please visit the Work With Us page for information on how to apply.
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