There Were Three Interviews That Took Place. One Of Them

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

Within the past ten years, the number of English Language Learners (ELLs) has doubled. An increase of more than 2 million ELL students in the U.S schools, left professionals within the field of education with no choice but to face the challenge of understanding cultural differences. In addition to this, educators must understand how these differences affect students’ language development, learning style, academic achievement and most importantly, his or her performance on standardized tests. These differences must be understood, valued and respected by all service providers, especially those who are involved in the decision making process concerning the placement of students in special educational programs. (Roseberry-McKibbin, 2014).

The first person I interviewed was Celeste Lashmett. Celeste was my high school track coach and had recently became a new parent in the last two years. AJ is two years and four months old right now. Celeste is currently living in Winchester Illinois with her husband Tim. Tim and Celeste have been married for the last five years. With AJ only being a little over two years old I would still consider them to be new parents. Tim works at Lincoln Land FS in Winchester and Celeste is the high school guidance counselor and also the high school track coach. The interview was done at the high school in Celeste’s office and Tim was not present.

One of the biggest errors made in schooling today is placing a student who is an English Language Learner into special education because of errors made in interpreting language acquisition as a learning or language disability. There has been no single method that has proven to be fully effective when distinguishing between English language learning students and students with a learning disability. As a result, students can end up in classrooms or programs that are not suited for their needs and can hinder their educational achievement. It is important for teachers and schools to understand the process of acquiring a second language and to be able to recognize whether the student is really receiving an adequate opportunity to learn.

Although no one is perfect, it is important that parents put their children into consideration when acting upon certain situations. Children are the future of America and every child deserves to have all the tools necessary to succeed in life. In some cases, the physical effects are temporary; however, the pain and suffering can cause long term effects such as anxiety and depression as their brain matures. All forms of abuse take effect on a child’s outlook on life and are equally damaging. Children have the ability to become an extraordinary individual who can one day change the world.

In the chapter “Bilingual and Bicultural Education for Deaf Children” learning English as a second language in schools was discussed and the criticism and benefits that come from it. I’m glad the Education Opportunity act talked about in this chapter includes the child developing a healthy identity and takes into account the psychological well-being of the child (295). There have been studies that suggest bilinguals have an advantage over monolinguals, and that they can analyze sentence structure better (297). It goes to show when given a fair chance, people can flourish. As mentioned in the previous chapter, the students were cognitively able, they just didn’t speak English. The idea of having a teacher who knows sign to teach deaf children English is amazing and I’m glad they tried to implement that in the classrooms. That was they

In the early years, collaboration between all members of the education team should be involved (Rosas, Winterman, Droeger & Jones, 2009, p. 48). The educational team consists of professionals working respectfully with family members to help them achieve their goals for their child (Wong, 2016, p. 198). A respectful discussion would occur with the parents about the direction they would like to take. Informing the parents of the observations made during school hours and then provide recommendations of support services to help Zac develop his language skills. For Zac’s particular case, the teacher would recommend visiting a doctor to discuss his language development, they can then provide a referral to a speech pathologist and to get a hearing

range of factors, including the nature and severity of their language difficulties, strengths and skills,

Every year, 1 in 10 children will suffer child abuse and in the United States each year there are over 2.9 million reports of child abuse. Every year, children are being disciplined and as a result, there is more abuse. Different races and ages think discipline and abuse is good for the children, but the majority of the time, child abuse and discipline all begins with stress and alcohol.

There’s many reasons why a parent might abuse their child, whether it’s because of a substance abuse or just their way of correcting their children . Children will not understand that not everyone will treat them the way that their abuse parents treated them.

I had the opportunity to interview Catherine Wilson, a Head Start teacher at Sault Tribe Early Childhood Programs, and Tammy Pinkoski who works as a

To begin with, even though these children expelotsiof lot of hardship, in their childhood, it can broaden their horizons, grant them with a grateful heart and most of all bring a family closer together. A situation like this can build up a child to be tolerant, compassionate and a mature role model for other children. However, in some cases, these positive traits can be

Unintentionally in some cultural settings the parents have a lack of understanding and fail to have the child evaluated because they see no future of development for them. In this instance, some children deal with verbal abuse

In the United States, approximately 78 % of the allegations reported to child protection involve neglect; as compared with 18 % for physical abuse, 10 % for sexual abuse and 8 % for psychological/emotional maltreatment (Ryan, Joseph P) These high rates of abuse and neglect are often the beginning reasons why individuals at such a young age run into the issues they do in their growing up stages of life. Having such traumatic events happen to someone so young causes developmental problems. Behavior or injustices learned at such a young age are often reinitiated in the child’s behavior because it is all they know. When a child acts out in a negative or non-societal manner they then get punished or other punishments are handed down to them. Their behaviors and opinions merely mirror what they have been taught. They then began acting out because what they were taught to do, and how they were taught to act is getting them in more in trouble and it leads to continual behavior problems. I speak from first hand knowledge while working at the Humboldt County Juvenile Detention Facility for 6 months as a Correctional Officer and it became evident these kids didn’t know why they were in there and rather than rehabilitate they were punished and given no guidance. That in it self is neglect and abuse. The monitoring or supervising of a child is contributory to their advancement towards offending. (Ryan, Joseph P) As children grow older and as the time increment of

Encouraging children to discuss abusive events and assure them it was not their fault can help them cope. It was not until months after I met my best friend that