Describe your perspectives regarding the issues facing culturally and linguistically different students in the educational setting (Dealing with Diversity).
Cultural and linguistic disparities in learning institutions have, in the past, received mixed responses. In the US, learners from different races and ethnic backgrounds regarded as different from the white population. Consequently, and accorded labels and insufficient academic resources. As a result, dismal performances among minority groups are common, particularly for African Americans, Indians, and Asians (Dealing with Diversity).
Lack of awareness is a significant issue that constricts educators and society from understanding cultural and linguistic diversity among students. In learning settings, teachers ought to consider both culture and language skills. More so when creating field activities and other related curricula activities as inclusive as possible. Another issue is the lack of support from governments, parents, and the institutions themselves.
For many years, this issue suffers adverse effects on learning for minority groups. Moreover, because parent-teacher relationships and educator recruitment activities fail to address culturally and linguistically sensitive concerns. The role of learning institutions in addressing these sensitive concerns remains to regulate the recruitment of educators of color. Hence, teach languages other than languages and support student diversity. Therefore, for learning settings to be all-inclusive, all stakeholders ought to involve themselves at equal measures during every stage of decision-making and process initiation (Dealing with Diversity).
What factors do you think have contributed to the continuing problem of the overrepresentation of students from culturally and linguistically different backgrounds in special education programs?
Today, the overrepresentation of students from culturally and linguistically different backgrounds has become an issue of concern. I think that factors that exacerbate this problem are poverty, inadequate professionals dealing with this group, and low education levels. Considering US as the land of opportunities, those seeking to find better learning face many struggles towards attaining better livelihoods (Delahunty & Chiu, 2020) (Dealing with Diversity).
In contrast to the white population, African Americans and other minority groups constitute a small but significant population with needs and expectations from society. Research indicates that these populations remains engulfed in poverty and hardly afford the life of every American dream. Consequently, poverty limits the quality of education availed because of segregation and labels of academical disability. In the US and across the world, poverty remains the cause of academic and social failure. As a result, this analogy resonates with the continued problem of overrepresentation.
Inadequate professional development widens cultural differences and social disparities. Minority students, especially those with high-incidence disabilities, remains evaluated based on the norms of their white counterparts (“Teaching Culturally and Linguistically Diverse Students,” 2021)(Dealing with Diversity).
This indicates that more should be done to improve student evaluation strategies on cultural and linguistic fronts. Lastly, low education instruction predisposes students, regardless of social disparities. Consequently, to have different ways of experiencing school and daily life and learn under any conditions. However, this factor impacts learning, and better learning tools should be availed to reduce the overrepresentation problem (Dealing with Diversity).
What do you think the role of standardized assessments should be in identifying these students as disabled? (Dealing with Diversity)
I think that the primary role of standardized tests is to reduce test bias in learning settings. In the 20th century, schools used intelligence testing to place students in different career paths and classes (Delahunty & Chiu, 2020). As a result, minority groups remains significantly disadvantaged. Consequently, because of the perception to be disabled or with low mental ability, and thus, were placed in low-level academic programs. Standardized tests comprise culture-fair and culture-free assessments that help determine students’ potential from culturally and linguistically different backgrounds in special education programs (Dealing with Diversity).
Delahunty, M., & Chiu, C. (2020). Exploring the overrepresentation of Black male students in special education: Causes and recommendations. Journal of Gender and Power, 14(2), 9-21. doi: 10.2478/jpg-2020-0011
Learners, T., & University, S. (2021). Teaching culturally, linguistically diverse & exceptional learners | School of Education. Retrieved 16 May 2021, from https://education.gmu.edu/teaching-culturally-diverse-exceptional-learners/
Teaching culturally and linguistically diverse students. (2021). Retrieved 16 May 2021, from https://soeonline.american.edu/blog/culturally-and-linguistically-diverse-students