Chapter 15 Gender Roles

In this article, the authors examine the challenges of working with English Language learners with learning disabilities. The article begins with a dilemma that many educators face daily, being able to meet the needs of all students in a classroom. The article identifies the characteristics of LD students, issues ELL students face learning a second language and the cultural context for teaching and learning. The next part of the article offers a framework that addresses the educational needs of students based on their language, disability and culture. It focuses on how general and special educators along with the ELL teacher can effectively collaborate together to meet the needs of all learners.

For the purposes of this assignment, I will be referring to the teacher I interviewed with a pseudo-name. I interviewed my neighbor and long-time family friend, Ann. Ann has been a special education teacher for over twenty years. She teaches students who have been diagnosed with dyslexia at Sunny Mead School, a Kindergarten to Fourth Grade elementary school in the Hillsborough Township school district located in Central New Jersey. Ann and I had an extensive conversation on April 13, 2017 regarding my specific interview questions, and special education in a general sense. Our conversation was quite intriguing. These next few pages will explain our conversation and what I took away from it as an aspiring special education teacher.

There are a number of different teams that work together to support speech, language and communication with children. Childrens’ language difficulties may appear for different reasons. For this delay in development there are various different professionals that can support the children and help. All schools turn to their special education needs coordinator for initial advice. They are able to work with the teachers to find the best help available from external agencies.

Chapter 4 had a huge impact as to my conceptualization of gender roles in today’s society. The text describes gender roles as behaviors, attitudes, beliefs, and values that are culturally appropriate for both males and females. The implications of this definition is profound as it provides room to analyze our society and how it conforms our behavior. While there is room for us as individuals to choose how we present ourselves in the display of our habits and daily behaviors, we still feel the weight of cultural expectations. For example, the heaviness of gender stereotypes in my culture brought a level of difficulty for me growing up in the Dominican Republic. My culture holds beliefs as to what a man’s role should be. Machismo in the

In the article, Strategies for Culturally and Linguistically Diverse Students with Special Needs, the author describes the assessment and instructional issues related to culturally and linguistically diverse students with special needs. The article goes into detail to discuss the current trends, prevalence rates, and general guidelines for appropriate assessments when working with English language learners who are also diagnosed with special needs. The author also includes in the article, research-based academic and behavioral strategies to employ when working closely with these students.

“I was young and dumb,” said Kim Spight, a forty-year-old FedEx sales manager who became pregnant her freshman year at Howard University. Ms. Spight had the mindset to succeed so instead of dropping out of college to raise her daughter, she kept studying until she received her masters degree and now manages a 12-person sales team in Dallas. Meanwhile, her daughters father continues to work odd jobs and live at home with his mother (Cauchon, 2013). Can you believe at one point in time this reality wasn’t heard of or seemed impossible to achieve? Gender roles continue to transform year after year in relationships where men have began welcoming in the ideas of being a stay at home dad while the mom is the breadwinner. Women have the capability of climbing up the ladder in the workplace and even a little change has swept through different cultures. Let’s take a leap into the past to see just how gender roles have transformed history in the workplace, culture, and marriage.

Charles Dickens’ acclaimed Great Expectations and George Bernard Shaw’s Pygmalion, both set in London, though in different time periods, offer a unique perspective on the responsibilities of women in society and their clearly defined gender roles. While Dickens portrays women in a harsher light in Great Expectations by reducing them to stereotypes and often designating them as heartless and incapable of functioning without a man, Shaw’s Pygmalion allows women to operate independently from their male counterparts. The social expectations imposed on the female characters in Great Expectations effectively diminishes these characters’ ability to function as individuals and reduces them to caricatures of Victorian womanhood. In Pygmalion, however,

This entry features one 2nd grade student out of a class of 14 students ranging in grade level from kindergarten to 3rd grade; 4 girls and 10 boys. My class in a self-contained classroom teaching students functional academic as well as social/emotional skills. I have 2 teacher assistants that under my guidance assist me with the daily activities and lessons throughout the school day. This class consists of a diverse population of students; I have 4 Native American students, 1 African American student, 4 Hispanic students, and 5 causation students all of my student have some form of disability and all are on individual education plans. There are a wide variety of abilities, especially in phonics and reading. The majority of the students struggle to comprehend what has been read but because I enjoy a verbally active class with lots of verbal interactions they’ve been getting more engaged with one another throughout the semester. All of my student speak English, although some of my students are non-verbal; all receive speech/language services. Because of the variety of needs of my students, collaboration with their support team of general education teachers, speech/language therapists, physical and occupational therapists is essential in planning appropriately for this and other lessons. Their range of abilities influence my instruction. I chose Kenneth because of his specific need in

What are the roles of the husband and wife in marriage? Are they fixed gender roles or should they be flexible in response to the giftedness of each partner, or a blend of the two? Compare Christianity and Islam.

Gender roles are the preconceived ideas we have of how someone of a specific gender should think, act dress and speak. These exist in modern Western society, even in New Zealand where we often like to think they do not, because they are the ideals of our parents which their parents passed on to them. As most of our knowledge regarding gender is taught to us at a very young age by our parents, there is little room for change.

“Let the boys be boys.” You’ve heard this phrase before. Often repeated by parents regarding their little boys. So what makes a boy, a boy? Rambo like characteristics? Muscles? Short hair? Wearing blue? Wearing T-shirts and jeans or playing with sporting equipment? Well last I remember, the main characteristics boys shared were penises. The role gender association play in the lives of our children can sometimes affect them negatively. The messages that gender roles send, is that in order to be part of society, you must fit into the norm or the status quo or most importantly what society

Children who suffer with learning disabilities struggle with communicating not only at school, but even within their very own family. The desired lifesaving cure may not exist yet, but with the help of a community, a child can develop the imperative skills he or she desperately needs to become literate. Literacy means to be able to participate in a society. It does not matter if someone’s language is perfect without a grammatical error in sight or if their language is filled with insufficient mistakes. All that matters is if a person is capable of understanding the other’s main concept. I recently learned this eye-opening lesson about literacy from my three year old cousin battling with a recent diagnosis of autism.

All three teachers interviewed shared that their greatest difficulties aligned with classroom management, differing abilities grouped into the same classroom and lack of support from parents or additional staff. All teachers discussed how the abilities within their classroom due to native language, special needs or behavior inhibit their ability to effectively teach proper literacy to all students. There are always students falling behind or

There are a need and an active pursuance in including culturally sensitive curriculum in today’s classroom. However, there is still a lack of inclusion for special needs students in general classroom settings. My interest in this topic stems from my major in EC-6, Special Education. My goal is to work with students with special needs. It is important to integrate students with disabilities in classrooms with students without disabilities. This early introduction of differences among students will further broaden students ideas of diversity, acceptance and understanding the difference between people in today’s society. This inclusion benefit both students simultaneously by minimizing misconception of students with disabilities and the complexities that they endure whether it is physical or mental. By allowing students with disabilities to have access to a general education will enable them to obtain an equal education that is catered to their level of understanding. Furthermore, teacher education in preparation prior to their practice is paramount to the success of this integration of these students.

The whole class attended this portion of the Play Project together to give a presentation about a certain language topic, and to meet the teachers and teacher aides and learn about some of the children they had concerns about. At the initial meeting with the teachers at Pheasant Ridge, Jihan and the aides expressed concern for a few kids in their classroom. Their concerns were about some of the children not expressing/producing language. For example, some of the children do not talk much or at all during their daily activities (snack, recess, circle time, centers). For the child I was assigned to, Jihan had concerns about her production and understanding of English. My child is an English Language Learner, who speaks and listens to only