Developmentally Appropriate Teaching Strategies Essay

What is if fair? This is a question that constantly plagues my life as a parent and educator. Children often have a difficult time understanding that equity and equality are not the same; however, this concept is essential to effectively parent or educate children. The time and attention given to one child is different from another child dependent on individual need and the child’s level of independence with the task at hand. Educators first need to know their students’ background, past experiences, and level of understanding. From this knowledge, teachers need to create an individual learning plan that meets the needs of the learner through differentiated instruction. Finally, it is essential to include parents’ input in this learning process.

Special education is a program that is designed for students who are mentally, physically, socially, and/or emotionally delayed. Both cultural diversity and linguistic diversity play a role special education. Due to lack of education and misconceptions, students of diverse cultures and who speak a different language other than English are being placed in special education classes. Because a student is from a different culture or does not speak English does not make them disabled. Students who are of different cultures should not be viewed differently. They are still human, but are of a different culture. When teachers are presented with students of diverse cultures, it is important that teacher has open communication with both the parents and

"Equal educational opportunity to all students means that teachers and schools promote the full development of students as individuals, without regard for race, ethnicity, gender, abilities, and disabilities." (Parkay & Stanford, Chapter 2) According to the article Educating/Fostering Culturally Responsive Teachers, it addresses issues of concern in the preparation of teachers, who will be expected to teach students from diverse backgrounds in a culturally responsive and educationally healthy way. The use of Standards as a framework provided specific indicators for determining the enhanced knowledge and skills those culturally responsive teachers needs in order to

Search term – Developmentally appropriate practices. Database – Jstor. I was interested to know if teacher’s personal beliefs and classroom practices align. Ketner, C., Smith, K., & Parnell, M. (1997). Relationship between teacher theoretical orientation to reading and endorsement of developmentally appropriate practice. The Journal of Educational Research, 90 (4), 212-220.

I like how you describe the sources of Knowledge for Developmentally Appropriateness by suing examples. Such approach it makes it easier to visualize and understand the actual principal. Moreover, using very simple examples enables a caregiver to relate to previous experiences and tag them as developmentally appropriate methods or in the case of a new caregiver, such examples provides a guide to the caregiver to implement Developmentally Appropriate

According to Richardson, Morgan, & Fleener (2012, p. 319), “educators often define diverse learners as those who might be at risk for academic failure and who need special understanding and attention”. When thinking of having diverse learners in the classroom, oftentimes teachers can feel the “added” weight because they have to learn to differentiate their instructions. Despite the fact that today’s classrooms are growing more diverse every day, teachers must learn to differentiate their instructions according to their students’ specific needs. However, this task might not be as tough and/or as time consuming as it might sound.

What is the Developmental Assignment Program also know as (DAP)? The Developmental Assignment Program is a program designed for teachers to promote and support children learning and development. The Development Assignment Program involves teachers observing and meeting with young children to see where the children is standing. How does the Developmental Assignment Program look like? The DAP involves teachers meeting with children where they are, as individuals and as a group.

Laws such as the Individuals with Disabilities Act (IDEA) allows for teachers and schools to enhance the academic curriculum for all learners. However, this inclusion mandate, proves more challenges for individuals with disabilities who are also CLD. Most educators do not reside in the areas that they teach, so this disconnectedness between the schools and the students, has little resemblance and these students are not represented properly (Ford et al., 2014). This is why these educators and professionals need to be trained in diversity and be well educated on the subject. If they are, then they can represent the students well and provide a level of relationality that the students and families can trust. Once the educators reach that level of trust, then they can truly help create the best program for the students. The students’ cultural and linguistic diversity can definitely affect instructional practices. The professionals working with the families must be sensitive to their situations and cultural differences. Children with ASD already have difficulty communicating, so for them to already have a different language spoken at home, it adds another challenge. Teachers need to get to know their students and

Society is diverse but, unfortunately, education is often nuanced by cultural homogeneous. Discrimination can be described as the unjust allocation of value based upon a different category of people (Winant, 2005). Racism, ageism, and sexism are few of many examples of discrimination that are present in society. Discrimination, certainly, has a powerful impact on the educational journey of many students. Anna, just aged 13 years old, was exposed to regular bullying at school due to her indigenous background (Harrison, 2016, p. 3). One example of discrimination Anna received was that she would have “white kids running up to [her] and biting [her] shoulders and yelling ‘chocolate’” (Harrison, 2016, p. 3). Discrimination in Dr. Elizabeth Tailby’s

One strategy for educating diverse students that teachers should use in the classroom is to set challenging standards for

Much of my current teaching ideology centers around the idea that students must be taught equitably rather than equally. For example, if I gave each student in my class a pencil, I would be granting each of them an equal opportunity to write; but what about the child(ren) who does not know how to write? The rest of the class may only require a pencil, but this child requires both a pencil and the instruction on how to utilize it. Thus, the idea of equitable teaching. ELLs are a prime example of equitable teaching, for they rely on more support than the average student. Throughout the course of this semester, we discussed how a teacher can provide this equitable support to ELLs, as well as why it is necessary, and both of which will be addressed

School leaders strive to create the best learning environment within the school they operate; however, the teachers are the ones to implement the grand educational plan. In their journey to achieve excellence, the teachers must consider multiple factors that will have an effect on students’ psychological and social development. In addition, the issue of minorities is changing the dynamics of education. While student populations were never really homogeneous, the past couple of decades of exceptional growth in student diversity, plus the widening economic gap among students have produced even larger and increasing academic and cultural differences among students. Often times, diversity is being neglected and even looked down upon. “Teachers must be prepared to assist culturally and economically diverse students to ensure their academic and social success” (Ormond, 2006, p.16). One of the goals of education is to provide all children with equality of opportunity.

Equity in the classroom to me means that all children and teachers should have equal opportunity to express and develop thought into the classroom discussions. Especially when young children are starting to develop their thought process, key point to encourage their thoughts. We as the educators need to find ways to support the children’s language and knowledge of their surroundings. In many situations, the schools fail to be successful due to the need of money, to be able purchase materials needed to teach and assist the students. School district budgets should include bring more teachers into the school to lower the classroom size. Along with assisting the teachers that have students who learn at different levels. I wonder that if special education classes have enough materials. For example, in my son’s high school, I have seen that they need more technology. Yet it turns out that technology has their own budget, as well as staffing contains their own budget. The hard work and good intentions of educators who often lacked professional support and sometimes worked in substandard conditions (Blankstein, Noguera, & Kelly, 2016, p. 186). Sadly, many schools don’t fix the building or classroom that need improvements, so that the students can have safe and well lighted and fully stored with the needed materials. As a teacher can you really work if you don’t have enough

This class has already begun to prepare me to the all of the different types of challenges I may come across in the classroom. One of the strongest skills I have been able to recognize when being in this class is noticing differences and possible biases with being in the classroom. When referring to “Equity Literacy”, Gorski believes that one of the first thing that teachers should be prepared for when being in the classroom is being in tune to subtle biases or classroom interactions and be able to “reject deficit views that locate the sources of outcome inequalities as existing within cultures of low-income families (Gorski 1) . I feel as though I have already become aware of subtle differences that can exist within a classroom and even in everyday life. When I was at clinic, I noticed that when students were writing descriptions about their main characters in their stories, they all thought that their characters had to have white skin, and one student even told another that her main character had to have white skin. While this shocked me at first and when I thought about it afterwards, it is not surprising at all that these students thought this way because they from a town that

A particular challenge for teachers is being able to differentiate or adapt instruction to respond to the diverse student needs found in inclusive, mixed-ability classrooms. This