Videoconferencing Opportunities

Module 4: Diverse Learners

In talking with many people who are becoming teachers, I have thought of many ways that education can be improved and disseminated to better include students who have diverse needs in the classroom. In special education, we can create the least restrictive environment for a child in a classroom. Creating a more inclusive environment is not only required by law, but also an ethical standard for children with disabilities to be included in a class. It’s important to also note that parents have rights too through due process safeguards. When it comes to IEPs, it is also an inclusive process. Parents should be looked at more as an asset into their child’s life and work rather than a hindrance in an education process.

Emergent bilingual learners also require a classroom that better fits their cultural and language needs. Having a classroom of mixed monolingual English and bilingual students creates an effective learning environment for both cultures and languages. Also, having multilingual media in the classroom will foster that emerging language and make it motivating for these learners to exceed their potential in the classroom setting. Howard Gardner’s Theory of Multiple Intelligences has been utilized in some schools to address the growing needs of children today. As intelligence becomes more complex and requires more than a cookie-cutter approach to teaching, teachers should adapt as well. Teaching in a variety of different ways and utilizing different approaches for kids to utilize those different ways of learning can tap into the way they learn.

Throughout the videoconference, many different perspectives and experiences were brought up on the struggles of diverse learners and how to better suit their needs in the classroom. Many of the people had close personal experiences from relatives to themselves who have had experiences with the current system to teach diverse learners. We ended in unanimous agreement that the system needs repair for the learners requiring special teaching needs in the future.

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