Diverse Learners: Special Education, ELL, and Low SES: Ashley Wilkirson

Ashley Wilkirson

Students with Special Needs and their Fledgling Teachers

            In the editorial, Supporting the Needs of Beginning Special Education Teachers and Their Students, Chris A. Sweigart and Lauren W. Collins give an overview of why special education teachers are more likely than their general education counterparts to quit teaching and what can be done to stop this.  They recommended that special education teachers be given resources to help them with areas that they struggle in.  This could vary from the one student that seems to be making it difficult to teach, to better classroom management, and so on.  Sweigart and Collins argued that if beginning special education teachers were given strong source material to help them succeed and that contained researched, guaranteed methods, then it would help these teachers be better for their students.  The article then went into a summary of what special education students will need in order to improve in language arts and mathematics (Sweigart C. & Collins L., p. 209-211).

            In the classroom, I can apply what I learned from the article by obtaining the articles the editorial talked about and utilizing the techniques in my own classroom for my students with disabilities.  I can also share this article with beginning special education teachers so that they can have a starting point to help guide them when they feel lost or like they are struggling.  I could also share with those teachers effective techniques I have seen used in the past.  I want to makes sure that my students and my colleagues are succeeding.  The little things that we do as a teacher, whether it be for our students or our fellow teachers, are what helps bring everything into a full circle.   The special education students will be even happier once their teacher feels more comfortable.  If I can contribute to making their lives easier, then I would like to do so.

Resources:

Sweigart, C. A., & Collins, L. W. (2017). Supporting the Needs of Beginning Special Education Teachers and Their Students. Teaching Exceptional Children, 49(4), 209-212. doi:10.1177/0040059917695264

ELLs and Literature

            The article, Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research, discusses in depth how a teacher should approach teaching literature to an ELL student in order to enhance their learning and knowledge on the English language.  There are specific types of lessons for each of the language arts areas they covered.  These areas included the ability to read out loud, develop a strong vocabulary, reading, and so much more.  Each one discusses various findings that teachers can use to their advantage.  All of the areas are tied together and by improving one, a teacher improves another.  It also mentions a few instructional methods to use to help them yield the best results, for example, scaffolding (August, D., McCardle, P., Shanahan, T., & Burns, M., p. 490-498).

            I would utilize the various techniques that the writers mentioned in my classroom, such as working with students to improve their writing skills.  I would also use scaffolding for all of my students in my classroom as well.  With ELL students, I would make a point to include read-alouds or exercises that give students a chance to read with a partner.  Another great point the article concluded with was including a routine in the classroom.  If I can label items in the classroom, remain consistent with my schedule, and make sure my students get the most from every learning experience, then this will help the day run smoother.  It will also relieve some tension, because ELL students will pick up on the vocabulary in the labels around the room, in addition to all the measures I take to help them learn a new language with new material.

Resources:

August, D., McCardle, P., Shanahan, T., & Burns, M. (2014). Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research. School Psychology Review, 43(4), 490-498.

Lower Socioeconomic Status Students in Elementary School

            This study, LEADING FOR LOW INCOME STUDENTS: RESULTS FROM A STUDY ON SCHOOL LEADERS IN LOW INCOME ELEMENTARY STUDENTS, which was centered on whether or not a principal contributed to helping teachers with their lower socioeconomic students, and if so, what kind of impact did the principal have.  In the article’s introduction, it went over how there is an achievement gap between socioeconomic statuses.  PLCs were also mentioned to potentially have some sway over how the lower socioeconomic students did.  The information, from a quantitative perspective was the results of a survey filled out by teachers.  The range of options were four: strongly agree, agree, disagree, and strongly disagree.   In the end, the study found that the results were “inconclusive”, therefore they were not sure of the impact the principal had on the lower socioeconomic students.  They pointed out schools that scored higher said were more likely to say that the principals were supportive for lower socioeconomic students.  Towards the end of the study’s summary, it also mentioned its faults and other questions the study raised for the researchers (Brown III, G., Bynum, Y., & Beziat, T., p. 68-74).

            I can use what I learned from this study and apply it in my classroom, by utilizing more supports.  I would encourage the principal, if he or she wanted to, to enable supports for my lower socioeconomic students. In general, I would make plenty of resources available to the students form a lower socioeconomic status.  For example, for a reading log, I could ask these students, should they not be able to access a book for whatever reason, to read certain ones I recommend.  The ones I recommend will be books that will help them build reading comprehension, fluency, and so forth.  In my classroom, I would include other built-in supports, whether it be for the curriculum, to help the students cope if they are struggling emotionally, etc.  I would also create a strong bond with my Youth Service Center Coordinator and guidance counselor at the school.

Resources:        

BROWN III, G., BYNUM, Y., & BEZIAT, T. (2017). LEADING FOR LOW INCOME STUDENTS: RESULTS FROM A STUDY ON SCHOOL LEADERS IN LOW INCOME ELEMENTARY SCHOOLS. Education, 138(1), 68-74.