School Environment This is one of the largest elementary schools in Scott County. Western has a very diverse population in terms of socioeconomic status. Many students at Western live in households with an above median average income. Their families work in the manufacturing field, big corporations, medical and legal fields. Western also has about 25% population that lives in the trailer park. These families mainly work in agriculture, manufacturing, and hospitality.
The school’s main languages are English and Spanish. There are a few students who speak other languages such as French or Japanese.
For grades kindergarten through third, the students stay with one regular education teacher for all core subjects. Students in fourth and fifth …show more content…
School populations are diverse in many more ways. Teachers must acknowledge students’ differences. Values are beliefs about how one ought to or ought not to behave. Social customs are paced and structured based on deep habits. Space is an important aspect of how social customs differ. Symbolic systems are external, such as dress and appearance. Every culture has expectations on how to carry out formal events. Work and leisure systems also vary across cultures. Many U.S. cultures value work over play. Health and medicine involve deep seated beliefs. Educational expectations vary amongst cultures. This proves troublesome for schools that teach differently from what the parents teach at home. Roles and statuses differ amongst cultures. Gender equality is different among different cultures. Stratification by social class differs across cultures. This chapter also talks about how age, occupation, child rearing practices, food preferences, and the arts play a role in …show more content…
This chapter starts with giving many scenarios that could be possible with a CLD learner with special needs. Several basic principles characterize fair and effective processes for determining the educational services appropriate for a CLD learner who may be experiencing learning difficulties. These principles may be used to guide initial identification and early intervention, diagnostic evaluation and testing, and placement in special education services. The principles address five domains: the responsibility of student learning, student need for self-knowledge, goals for instruction, relationship of educational services, and need for informed decision making. In the United States some ethnic groups are over represented in disability programs such as MMR or SED. Conversely, CLD students are underrepresented in gifted education with the exception of Asian-American students. Classroom teachers, parents, and other school personnel are responsible for identifying CLD learners with special needs. The teachers go through a referral process. Teachers look at background experience, response to classroom environment, cultural and linguistic backgrounds, level of acculturation, learning style and physical health. CLD students with learning disabilities may experience similar difficulties. They may have language disorders- a student can experience difficulty processing language and following directions. A student may experience memory
The school’s main languages are English and Spanish. There are a few students who speak other languages such as French or Japanese.
For grades kindergarten through third, the students stay with one regular education teacher for all core subjects. Students in fourth and fifth …show more content…
School populations are diverse in many more ways. Teachers must acknowledge students’ differences. Values are beliefs about how one ought to or ought not to behave. Social customs are paced and structured based on deep habits. Space is an important aspect of how social customs differ. Symbolic systems are external, such as dress and appearance. Every culture has expectations on how to carry out formal events. Work and leisure systems also vary across cultures. Many U.S. cultures value work over play. Health and medicine involve deep seated beliefs. Educational expectations vary amongst cultures. This proves troublesome for schools that teach differently from what the parents teach at home. Roles and statuses differ amongst cultures. Gender equality is different among different cultures. Stratification by social class differs across cultures. This chapter also talks about how age, occupation, child rearing practices, food preferences, and the arts play a role in …show more content…
This chapter starts with giving many scenarios that could be possible with a CLD learner with special needs. Several basic principles characterize fair and effective processes for determining the educational services appropriate for a CLD learner who may be experiencing learning difficulties. These principles may be used to guide initial identification and early intervention, diagnostic evaluation and testing, and placement in special education services. The principles address five domains: the responsibility of student learning, student need for self-knowledge, goals for instruction, relationship of educational services, and need for informed decision making. In the United States some ethnic groups are over represented in disability programs such as MMR or SED. Conversely, CLD students are underrepresented in gifted education with the exception of Asian-American students. Classroom teachers, parents, and other school personnel are responsible for identifying CLD learners with special needs. The teachers go through a referral process. Teachers look at background experience, response to classroom environment, cultural and linguistic backgrounds, level of acculturation, learning style and physical health. CLD students with learning disabilities may experience similar difficulties. They may have language disorders- a student can experience difficulty processing language and following directions. A student may experience memory